The Effect of Using Divergent Thinking Strategies in teaching Complex analysis in Developing Self-Regulation Skills. (A Psychological Study on for Fourth-Grade Students in the Mathematics Department)

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Ikhlas Elias Abdulaziz, Inas Younis Mustafa Al-Azzo, Taghreed Hamdoun Shukr

Abstract

    The research aimed to identify the impact of teaching complex analysis with strategies of divergent thinking in the development of self-regulation skills for fourth-grade students, Department of Mathematics, Faculty of Education for Pure Sciences.Two zero hypotheses were formulated to verify this goal. The research was applied in the academic year 202 2-202 3 to a sample of fourth grade students in the Department of Mathematics/Faculty of Education for Pure Sciences. The sample amounted to (131) male and female students, (67) male and female students for the experimental group that studied the strategy based on divergent thinking and(64) male and female students for the control group that studied in the usual way. The researchers prepared a tool for measuring self-regulation skills consisting of 40 items distributed by ( 9) items for the skill of planning and setting goals, (14) items for the skill of self-monitoring, (4) an item  for the skill of self-assessment, (7) an item  for the skill of self-enhancement, and(6) an item  for the skill of controlling external stimuli. Its Face  validity was verified by presenting it to a group of arbitrators in the specialization of measurement and evaluation, teaching methods and educational psychology, and its reliability  coefficient reached 0.88. The Pearson correlation coefficient and the test were adopted for two independent samples as statistical means in analyzing data. The research also made proposals for several studies to complement the results of this research, including: The use of complex thinking strategies in teaching Complex analysis  has a high impact on the development of self-regulation skills of fourth-grade students in the Department of Mathematics. In light of this result, the researcher came to a number of recommendations, including training teachers of Complex analysis  on teaching methods and emphasizing interest in educational methods, and activities. The research also made proposals for several studies to complement the results of this research, including: Effectiveness of hard thinking strategies in teaching Complex analysis  in the Department of mathematics students.            

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Ikhlas Elias Abdulaziz, Inas Younis Mustafa Al-Azzo, Taghreed Hamdoun Shukr. (2023). The Effect of Using Divergent Thinking Strategies in teaching Complex analysis in Developing Self-Regulation Skills. (A Psychological Study on for Fourth-Grade Students in the Mathematics Department). Journal for ReAttach Therapy and Developmental Diversities, 6(5s), 694–702. Retrieved from https://jrtdd.com/index.php/journal/article/view/621
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