European Scientific Journal

May 2013 edition vol.9, No.13

ISSN: 1857 7881 (Print) e - ISSN 1857- 7431

THE EFFECT OF USING THE STRATEGIES OF BRAINSTORMING AND COMPUTER EDUCATION IN ACADEMIC ACHIEVEMENT AND THE DEVELOPMENT OF CREATIVE THINKING SKILLS OF SIXTH GRADE STUDENTS IN JORDAN AND THEIR ATTITUDES TOWARDS LEARNING MATHEMATICS

Walid Mahmoud Sdouh, Assistant Professor, PhD

University of Jerash, Jordan

Abstract This study aimed to investigate the effect of using the strategies of brainstorming and computer education in academic achievement and the development of creative thinking skills among the students of sixth grade and their attitudes towards learning the engineering unit in Mathematics, The study sample consisted of students from Berketen school for the academic year 2012-2013, spread over two experimental groups. The first included 34 students who used the brainstorming strategy. The second group included 35 students and used the strategy of computer education. The study showed that there are differences with statistical significance in ( ,05) among the averages of the academic achievement as well as the skills of creative thinking of the two groups. The results went for the benefit of the experimental group that used the strategy of brainstorming. Moreover, the study showed that there are differences with statistical significance in ( ,05) for the group that used the strategy of computer education to learn the engineering unit. Keywords : Using the strategies of brainstorming, Computer education, Creative thinking skills Preface The material of mathematics is considered as the forefront of school materials which human need, it is important to the lives of individuals and nations, and it is used in many

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areas of life and other sciences, math is a method and a style in the proper scientific thinking away from hasty and random, but it is based upon logical analysis in judgment. In order to promote scientific studies in general and the study of mathematics in particular after many of the studies as the study of (Egyptian, 2003; Awadhi and Muwafi, 2006; Ansari, 2009) that showed that the majority of mathematics teachers focus on teaching traditional methods that lead to deaf student learn the elements of the content without linking it to their knowledge, since it is depend only on automatic memorization that led to the lack of thinking skills and the low level of academic achievement. the poor attitudes of learners towards learning mathematics, those who are interested in mathematics and its teaching methods are keen to search for teaching strategies to be employed in order to improve the teaching of mathematics and to achieve the overall production of mathematics in the primary stage, as contained in the document of the general framework and the public and private outcomes for studying mathematics for primary and secondary education, which is: a commitment to the principles of mathematics with conscious link to its purposes (Ministry of Education, 2005) It is a cornerstone in building a modern curriculum to take into account the demands of learners' growth, their methods of acquiring experience, their motivations, goals, preferences and attitudes including the differences as well, it has become urgent necessary to search for distinctive teaching strategies away from memorization. Thus, this will help the learner to understand what he learnt and try to link it to positions of real life, and this also will develop his confidence to find logical solutions to mathematic issues required by the learning process and its continuation for life, and make the learner the axis of the educational process (Abbas and al-Absi, 2007, 130), and among these strategies, there are the strategies of brainstorming and computer education, and according to these strategies, the learner is the main axis of the educational process, where the building of the curriculum and teaching, assessment methods are according to individual differences of learners, respecting their abilities, attitudes and disclosure of their potential. Many of the studies have demonstrated the effectiveness of these strategies; the brainstorming, and computer education in academic achievement, as well as in composing positive attitudes towards the subject, the contribution of creative thinking skills to achieve the understanding of different school materials, as the study (MacKy, 2003; Nofal, 2004; Hijazeen, 2006; Barakati, 2008; Alkhtaibah and Bdour, 2004), so the importance of this study came to identify the impact of using the strategies of brainstorming and computer education in academic achievement and the development of

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creative thinking skills among the students of the sixth grade in Jordan as well as their attitudes towards mathematics learning. Problem of the study This study is determined to answer the following questions: _ Are there differences with statistical significance in ( ,05) in the academic achievement of mathematics material according to the strategies of (brainstorming and computer education)? _ Are there differences with statistical significance in ( ,05) in developing the skills of creative thinking according to the strategies of (brainstorming and computer education)? _ Are there differences with statistical significance in ( ,05) in the students attitudes to learn the engineering unit according to the strategies of (brainstorming and computer education)? The Objective of the study The study aims to: 1- To introduce the impact of teaching sixth grade students the strategies of using brainstorming, and computer education in academic achievement in the engineering unit. 2- To introduce the impact of sixth grade students learning according to the strategies brainstorm, and computer education in developing the creative thinking. 3 - To introduce the impact of sixth the two strategies of brainstorm, and computer education in students' attitudes toward learning and the engineering unit. 4 - Detection the access to educational applications for the strategies of brainstorming, and computer education in the areas of teaching mathematics in general. The limits of the study The study determined the limits as the following: 1 - Sixth grade students of Al Berketen mixed school in Jerash, for the first semester of the academic year 2012-2013. 2- the unit of "engineering" in the material of mathematics to be taught for sixth grade students of the Hashemite Kingdom of Jordan for the academic year 2012-2013. Terms of the study - The Academic achievement: is how much the student can get from information, knowledge or skills included in the engineering unit, measured by the students' achievement in the prepared test.

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Trend: the outcome of students' response in the study sample either acceptance, refusal or neutral expressions as mentioned in the trend scale towards the study of engineering unit prepared by the researcher.

Sixth grade: it is one primary compulsory grades extended from the first grade until the tenth grade at the Ministry of Education in Jordan.

Mathematics: the credited book to be taught in schools of the Ministry of Education in Jordan for the academic year 2012/2013, included the engineering unit.

Variables of the study -The independent variable: teaching strategies, and it has two levels: - Teaching through brainstorming strategies. - Teaching through computer education strategies. -Dependent variables: -Academic achievement. -Creative thinking skills. -Students' attitudes toward learning engineering. Theoretical framework Teaching strategy The strategy of teaching is defined as the steps to learn, based on a set of stages, steps, and procedures in a row, during teaching a material (Zaitoun, 2003.5-6), which is a set of steps ranked logically including a number of procedures, materials, teaching methods, techniques, approaches, activities, and evaluation methods implemented by the teacher when applying the selected unit, according to the nature of the teaching position as well as the characteristics of the learner (Barakati, 2008.12.) The Brainstorming strategy The teaching and learning strategies are based on the activity of the learner through practical learning, providing opportunities for real life, field visits, oral presentations, and educational games to achieve specific learning objectives. Thus, educational institutions are keen to exercise inside the classroom activities that achieve integration, balance and comprehensiveness for all aspects of physical, cognitive and social development of the learner in the school environment inside and outside in order to achieve the concept of Integrated Education. These activities include the activities inside and outside the classroom, the activities of occasions, the activities of individual and groups, the cognitive and mental activities, the activities of music, sports, and activities that develop the five senses (Atef, 2005).

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Learning and teaching the engineering unit according to brainstorming strategy The role of the engineering unit teacher, who uses the strategy of brainstorming, depends to facilitate learning the engineering unit by providing realistic opportunities for cognitive learning, create a suitable environment for collaborative learning, help them to develop their responsibilities towards their learning and to be integrated into an active role in the learning process, according to the types of education-based on brainstorming strategy. The Mathematics teacher in the educational environment talk to students by explanation, clarification and persuasion, and to allow the students to participate in discussions to develop their ability to think through training and encouragement, the teacher also arises questions that make students test hypotheses to reach to inferences and conclusions to develop students' ability to induction and conclusion. The teacher should also provide a learning environment to make students able to deal with others in interactive positive ways, such as working in small or big groups during the processing of mathematical data. The math teacher is also keen to motivate students to understand themselves and their needs in line with their preferences, as well as connect their personal experiences and feelings with the positions included in the curriculum, so they deal with the subject according to their abilities, and deal with mathematical positions according to the available potential they have. The learner can learn the material if there has a motive, encouragement and training (Karen, 2001: 7), so the students are willing to learn engineering unit in a way corresponded with their abilities and activities, which makes the mathematics teachers to diversify their presentations for the engineering unit to fit with the strategy of brainstorming, which is in different degrees in them, every individual possesses several types of activities, but he is distinctive in one or more to learn the engineering unit; moreover, these activities work together in harmony (Jaber, 2003.20-21), The strategy of brainstorming, witnesses an increasing demand of teachers, educators and students, because of its clear positive effects in teaching and learning. This strategy has been employed in the field of teaching since it has effective results in various materials as the study of (Azzouz, 2008; Abdel-Hamid, 2008; Hijazeen, 2006 The strategy of interactive and educational computer and its significance The strategy of educational interactive computer is defined as modes selected upon the position of education to be put in a coherent particular system in order to achieve the desired goals through the use of the multiple possibilities of computer (picture, sound, movement, verbal written and spoken language, graphics and colors) (Sowaidan 1997: 4), it 224

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is a computerized database that allows the learner to deal with the data with different forms as the written text, graphics, and sound effects (Reevers, 1992:48-52) by finding interactive relations in one computer program. (Provenzo 2005:154) The educational computer components are applied in the classroom showing a written text to explain the images, paintings with primary or secondary titles, or important words or paragraphs. The images are divided into static images such as photographs, animated cartoon as video. The paintings also are divided into static paintings as (illustrations, and graphs), animated two-dimensional, and three-dimensional (three-dimensional), in addition to the use of sound to comment on written texts, photographs, graphics, that the child can interact with them as he is in real world (Nofal, 2004:8.) The educational importance of interactive multimedia comes by creating a suitable environment of learning to make the learner the axis of the educational process as he finds out renewed learning, thus this achieves an interaction between the learner and teaching materials, with taking into account the individual differences according to their abilities and speed, allowing the learner to obtain feedback to evaluate the answers continuously, with more depth, expansion and increasing information to be obtained, and this can be through experiencing, and adventure to save time and effort without dispersion, or fear of difficult experiences, it also can raise the attention of the learner since it is based on a set of senses that increases the focus on the information to be delivered) Macky, 2003: 14). Learning and Teaching the (Engineering) unit in the light of computer education strategy The strategy of computer education is a useful strategy to improve the proper thinking since it is one of creativity techniques (Haerian, 2004) and it includes all elements of core thinking which is described with excellence, ease, clarity and free from complexity, it also provides an atmosphere of fun by sharing the use of computer education among learners, which motivates students to learn (Qatami and Subaie, 2008). Moreover, it shows effectiveness in helping learners to create and think in an orderly and regulated way, as well as its effectiveness in teaching (Fouda & Abdou, 2005). Thus, the interest in this strategy appeared as it could be employed in teaching the engineering unit. Creative thinking Facing contemporary challenges require the preparation of the learner to be a researcher, thinker who is responsive to the issues and problems of life with interest and effectiveness (Zaitoon, 2004), one of basic goals to the ministry of education is helping students to acquire the skills of creative thinking. (Trobrigg, Pape and Paul, 2004), the creative thinking is the thinking that attracted the attention of educators. the creative thinking 225

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is defined as a " the meaningful rule, the regulator, the engine of knowledge that leads to problem-solving and decision-making (Facione, 1998), and it is" a mental activity, thinking about reasons and causes, and give an objective and accurate explanation and judgment away from bias and favoritism "(Almasri, 2003). The advantage of creative thinking is that it can help students to recognize deeply the knowledge they are learning (Obeid, 2004), also it can help learners to make dialogue, persuasion, respect and accept opinions of others, and link the intellectual variables with each other (Qatami, 2005). This kind of thinking also encourages learners to work in groups that can develop the spirit of cooperation among students (Khataiba, 2005; 2005 Elaine,). The creative thinking represents the individual's ability to distinguish between assumptions and generalizations, as well as between facts and allegations (Al soroor, 2003), and the ability to evaluate information and examine all points of views.(Cotton, 1999). The creative thinking is based on a set of skills that represent the core of creative thinking such as (Facione&Facione, 2002): (interpretation) represents the individual's ability to come up with the main idea, clarify the general meaning of the subject. As for (Analysis): it includes determining relationships between the elements of the idea, examination of the views, and the discovery of the contained arguments therein. The (Evaluation): it is based on the examination of allegations and reasons as well as approving the credibility of attitudes and events. The inference (Inference): it is based on the extraction of an answer or a result based on previous information, or information collected from several sources. The explanation: (Explanation) is through announcing the results and justifying the actions and arguments and displaying evidence and proofs in verbal description. And for (SelfRegulation): it is the individual understanding to his or her abilities and attitudes, to dominate and control thoughts to head of himself and others. Previous studies First: studies related to brainstorming strategy -The study of Ahmad (2006), which aimed to detect the impact of learning mathematics in the survey scientific activities to the students' understanding of scientific concepts, beliefs and attitudes towards science. The study sample consisted of 351 students from the seventh grade students in (8) divisions from four schools belonging to the UNRWA in Amman. Two divisions were selected from each school, the first is restricted and the second is experimental and both were randomly distributed. The results showed the superiority of survey activities to the usual way of the students 'understanding to the scientific concepts and beliefs. 226

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-Study of the Canany (2009), which aimed to identify the effectiveness of brainstorming in mathematical achievement and engineering thinking, the study was conducted on 59 students from the intermediate stage in Iraq. The results showed the presence of differences with statistical significance in the academic achievement of math for the benefit of the experimental group who studied using the strategy of brainstorming. -Abdul Amir study (2010), which aimed to investigate the effect of using the strategy of brainstorming on the academic achievement of second grade students for the material of mathematics and their attitudes towards it, the study sample consisted of 64 students divided into two groups, (32) students represent the control group, and (32) students represent the experimental group. The study found statistical significant differences in the academic achievement and students' attitudes towards mathematics in favor of the experimental group that studied by using the brainstorming. The study recommended using the strategy of brainstorming in teaching mathematics. Second: studies related to computer education strategy -Abbas Study (2001), which aimed to study the effectiveness of using multi-media computer on the academic achievement and the development of innovative capacity for primary school pupils in Cairo. The study sample consisted of 88 students in the experimental group and the control group. The results revealed the superiority of the experimental group that included (46 students) to the control group that consisted 42 students who studied in the usual way in both academic achievement, and innovative thinking. -the Study of (Barkinsi, 2002), which aimed to determine the effect of using computer education in teaching mathematics for fourth and seventh grades. The study sample consisted of 68 students from the fourth grade, and 64 students from the seventh grade. The results showed the existence of differences with statistical significance related to the academic achievement and the trend towards mathematics and computer for the benefit of the group that learned using the computer. Third: studies related to the development of creative thinking -Study of Al-Khasawneh (2004), which aimed to develop the material of mathematics for the sixth-grade in the light of basic education principles as well as testing its effectiveness in student achievement and the development of creative thinking they have. The study sample consisted of 60 students, divided into two groups, experimental and control groups, and the tools of the study represented a list of basic learning principles, developing educational unit and preparing a test. The study found a positive effect of the developed study unit on students' achievement and the development of their creative thinking, as well 227

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as there are statistical significant differences on the dimensional test (memory and thinking) for the benefit of experimental group. -The Study of Al Khadra (2005) aimed to find out the effectiveness of a proposed program to teach the skills of thinking to second grade students in developing the creative innovative thinking and the academic achievement in mathematics, an educational program has been designed consisted of two parts: the first part (teaching the capabilities of innovative thinking), and the second part (teaching creative thinking skills), and preparing a test to measure the achievement of students. The sample consisted of 70 students, the study was divided into two groups: the experimental group which trained students on the skills of innovative and creative thinking, and the control group that was taught in a traditional way, The study found that there are statistical significant differences in the effectiveness of the proposed program in developing the skills of innovative creative thinking, and the academic attainment for the benefit of experimental group. Society and sample of the study The study society consisted of all sixth grades students across primary schools the city of in Jerash in Jordan, the study sample of students has been selected from Al Berketen mixed school in the first semester of the academic year 2012-2013, the study group consisted of two classes, one represents the first experimental group that uses the strategy of brainstorming, and their number is (34 students), and the other represents the second experimental group that uses the strategy of computer education, and their number (35) is students, and the experimental groups were distributed randomly after controlling the academic achievement for all groups. The Equality of the two groups of the study It was ascertained that the two study groups are equal before starting the experiment to determine if there were statistical significant differences at the level of ( , 05) between the arithmetical averages for the students' marks of their academic achievement, and test the creative thinking skills, and the measure of students' attitudes towards learning the "Engineering" unit, which has been applied before starting the experiment. The results of tests showed there are no statistical significant differences at the level of ( , 05) between the two study groups regarding their academic achievement, creative thinking skills, and the measure of students' attitudes toward learning the "engineering" unit. Tools of the study The researcher of the study used the following tools:

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First: the academic achievement test The researcher prepared a test of (44), multiple-choice paragraphs, and the veracity of the test was checked by submitting it to a group of specialists, nine of them are specialists in mathematics, educational psychology, measurement and evaluation, and curriculum and methods in Jordanian universities. The specialists suggested editing the paragraphs (7,12,61,29,37), and delete four paragraphs, and therefore, the formulation of these paragraphs were edited, the test has become in its final form consisting of 40 paragraphs. To calculate the stability of the scale, the researcher applied and re-applied on a survey sample from outside the study sample, the reliability coefficient was (0.85), which is an appropriate value for the purposes of the study. Second: creative thinking test A test to measure the skills of creative thinking among sixth grade students was set, depending on relevant studies, as the study of (Hosni, 2000; Alzyadat, 2003; Khasawneh, 2004; Khadra, 2005), after taking the views of 11 specialists in educational psychology, measurement and assessment, curricula and methods in Jordanian universities, the researcher adopted six activities which are (interpretation, analysis, evaluation, inference, explanation, self-organizing); most of these activities depend on an image at the bottom of each page of the test that represents a certain position, and what is required is to interact with them through questions and expectations. to verify the stability of the test, it has been used (Test-Re-Test) that has been applied to a sample outside the study sample that is consisted of 32 students, and it was re-applied on the same sample after two weeks, the correlation coefficients were measured between the results of two applications for creative thinking skills that ranged between (0.84-0.87), which is an appropriate value for the purposes of the study. Third: measuring the attitudes towards learning the "Engineering" unit The researcher prepared measurement to students' attitudes towards learning the engineering unit consisted of (35) paragraphs to be answered according to the gradual pattern of Likert measurement, so that each paragraph has five alternatives): strongly agree, agree, neutral, disagree, and strongly disagree. And each of them was given a certain degree according to the following sequence: (1,2,3,4, 5) for the positive paragraph and the contrary to negative paragraph, the measurement included (19) positive paragraph and (11) negative paragraphs, and the veracity of the measurement was checked by submitting it to a group of 11 specialists in educational psychology, measurement and evaluation, and curriculum and methods in Jordanian universities, and the specialists suggested editing the paragraphs

(25,21,15,7), and delete five paragraphs to become (30) paragraphs, and to calculate the stability of this measurement, the researcher applied and re-applied on a survey sample 229

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outside the study sample, and the reliability coefficient reached (0.86), which is an appropriate value for the purposes of the study. The Educational material The unit of "engineering" has been edited for the sixth-grade in the light of the principles to the strategies of brainstorming, and computer education, the educational material has been distributed on (24) classes, by eight weeks, the new edited unit of "engineering" has been displayed on specialists (jury members) in accordance with the principles of brainstorming and computer education strategies to find out its compatibility and representation to the strategies of brainstorming and computer education, the jury members suggested some observations in order to edit the education material, and the teachers of these samples have been trained to use the strategies of teaching the "Engineering" unit according to their principles under the supervision of the researcher. Study design The researcher used a quasi-experimental approach that is based on two experimental sets, where the students study the unit of "engineering" using brainstorming and computer education strategies. Statistical treatment To answer the questions of the study, the researcher used the following statistical treatments: .1Averages and standard deviations for marks of sixth grade students, this is to test their academic achievement and creative thinking skills as well as their trends. .2Test (T) (T-Test) for independent data to detect statistical significance of the differences between the averages for the students' marks to test the academic achievement and creative thinking skills as well as measure trends. Results of the study First: to answer the question: Are there differences with statistical significance in ( ,05) in the academic achievement of mathematics material according to the strategies of (brainstorming and computer education)? The test of academic achievement has been applied after completing the study of the unit directly, and the arithmetical averages and standard deviations for the performance of the two groups were measured, and to determine the effectiveness of treatment with (brainstorming and computer education strategies), it was used the t-test for the two independent samples to compare the averages of the two experimental groups in the academic achievement test, as in Table Table (1) shows the existence of statistical significant differences between the averages of the two experimental groups for their performance in the test of academic 230

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achievement. The results showed the arithmetical averages and standard deviations shows that the arithmetic average of the performance of members of the first experimental group (brainstorming) reached (24.37), with the standard deviation of (8.02), while the arithmetic average of the second experimental group (Computer Education) reached (22.93), and the standard deviation was (6.42).
Level of significance Value of (T) standard deviation arithmetic average Num (N) Experimental group Brainstorming Education computer

*0.02

3.41

8.02 6.42

24.37 22.93

34 35

(Table1) shows the value of (T) is (3.41) with statistical significance at the level of ( , 05), for the benefit of the first experimental group (brainstorming), which means that there are statistical significant differences between the students' achievement who studied using the strategy of brainstorming, and the strategy of computer education in the academic achievement in the unit of (Engineering) , and to get sure of the effect of other variables that may affect the study procedures as well as the results of the achievement test, it was used analysis of variance as shown in table 2.
Table 2 The results of the analysis of variance associated with students' degrees in the post-test adjusting the impact of pre-test Level of (F) calculated Average of Freedom Num of Source of significance squares levels squares difference 2 Teaching strategy *0.02 11.021 401.143 314.257 67 Error 37.417 4583.549 69 Total 4897.806

Table (2) appears that the value of (f) was (0.02) which is statistical significant at the level of ( , 05), which means that there are significant differences between the two groups regarding the academic achievement, in favor of the group that studied by the strategy of (brainstorming ), comparing Table (1) with table (2), it is noted that there are significant differences between the study groups regarding the academic achievement, which went in favor of the experimental group that used (brainstorming strategy) in both cases. This was due to the fact that the strategy of brainstorming provides realistic opportunities in a real learning environment, while processing mathematics positions according to the available potential in students, and the students merges in this actively and effectively by participating in bilateral or collective discussions, according to patterns of thinking that are consistent with their abilities and attitudes. This could achieve higher results in their academic achievement compared to students who have used the strategy of computer 231

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education, this result agrees with the study of Ahmed (2006) about the impact of brainstorming strategy on the traditional way to acquire scientific concepts and students' beliefs about science, and so for the study of Abdul Amir (2010), Canaany study (2009) about the effectiveness of the proposed training program using brainstorming skills in academic achievement. Second: To answer the second question: Are there differences with statistical significance at the level of ( , 05) in the development of creative thinking skills depending on the strategies of brainstorming and computer education? The arithmetical averages and standard deviations for the marks of students on creative thinking skills test were counted. As shown in table (3).
The arithmetical averages and standard deviations for the marks of students on creative thinking skills test standard deviation arithmetical Num of the group group averages brainstorming 4,53 14,52 34 Education computer 4,83 12,73 35 The maximum mark is 25

It is noted in table (3) that the arithmetic average of students' marks who used the strategy of brainstorming on a scale of developing the creative thinking skills has reached (14.52), which is higher than the arithmetic mean of the students' marks who have studied using computer education strategy, which reached (12.73), and to detect the statistical significance of differences between the averages for the two sets on the scale study of developing the creative thinking skills, it was used (T) (T-test) for independent data, and the table (4) illustrates the results of that.
Statistical significance Value of T Levels of freedom Num of the group group brainstorming Computer education

0,04

17,10

69

34 35

Table 4 shows that the value of "T" reached (17,10) at the level of ( , 05), and this means that there are significant differences between the arithmetical averages of the two sets study on the measurement of the creative thinking skills, that went in favor of the experimental group (strategy brainstorming), and the average was (14.52), which is greater than the arithmetic average for the marks of the second experimental group (Computer Education strategy), that reached (12.73), this result indicates to the effectiveness of (brainstorming strategy), to help sixth grade students to acquire the development of creative thinking skills compared to the strategy of (computer education).

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This may be attributed to approve the activities of creative thinking skills (interpretation, analysis, evaluation, inference, explanation, self-organizing), with the principles of brainstorming strategies based on problem-solving and decision-making and thinking about the reasons and causes to give an accurate explanation and judgment objectively away from bias and favoritism, the arithmetic averages and standard error have been distributed on the skills of creative thinking for each of the strategies as in the following table: (interpretation, analysis, evaluation, inference, explanation, self-regulation).
standard error 4,48 3,14 4,71 2,88 5,57 3,79 3,48 3,25 4,29 1,84 5,15 1,95 4,61 2,47 Arithmetic average 16,42 15,72 15,08 12,94 17,63 13,82 12,58 12,71 20,64 17,34 11,56 10,36 15,64 13,98 Experimental group Brainstorming strategy Computer education strategy Brainstorming strategy Computer education strategy Brainstorming strategy Computer education strategy Brainstorming strategy Computer education strategy Brainstorming strategy Computer education strategy Brainstorming strategy Computer education strategy Brainstorming strategy Computer education strategy skills interpretation

analysis

evaluation

inference

explanation

self-regulation

Total average

Third: To answer the third question: Are there differences with statistical significance at the level of ( , 05) between the students' attitudes toward learning the engineering unit, depending on the strategies of brainstorming, Computer Education? The arithmetical averages and standard deviations for the marks of students on the measurement of students' attitudes toward learning the engineering unit, which has been applied after completing the treatment using the strategies of brainstorming, computer education (in teaching engineering unit, and the table (6) shows that:
(Table 6) The arithmetical averages and standard deviations for the marks of students on the measurement of students' attitudes toward learning the engineering unit standard deviations Arithmetical average Number of the group group Brainstorming 3,06 20,06 34 Computer education 2,97 21,48 35 The maximum mark is 25

It is noted that in table (6) the arithmetic average of the students' marks who used the strategy of computer education on the students' attitudes toward learning the engineering unit 233

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reached (21.48), which is higher than the arithmetic mean of students' marks who used the strategy of brainstorming, that reached (20, 06), and to detect the statistical significant differences between the averages for the two groups of study on the students' attitudes toward learning the engineering unit, it has been used the (T-test) for independent data, and table 8 shows the results of that
Table (8) Test results of (T-Test) for the two study groups on students' attitudes toward learning the engineering unit. Statistical Value of T Levels of Num of the group group significance freedom Brainstorming 0,04 14,02 71 34 Computer 35 education

Table (8) shows that the value of "T" has reached (14.02) which is statistically significant at the level of ( , 05), and this means that there are significant differences between the arithmetical averages of the two groups of study on the students' attitudes toward learning Engineering Unit, and it went in favor of the experimental group (computer education), with the average marks of (21.48), which is greater than the arithmetic mean of the marks regarding the experimental group (brainstorming), which reached to (20.06), this result indicates the effectiveness of (strategy of Computer education), in the formation of positive trends among students in the sixth grade to learn the engineering unit compared to the strategy of (brainstorming). This may be attributed to the fact that the means and methods of computer education strategy which are different in colors, voices and search engines used by the learner in most moments of his life while learning the strategy of computer education in the classroom, and when he returns to his house, in addition to this strategy owns one of creativity techniques in picture and sound, which creates positive attitudes towards learning the engineering unit in mathematics. These results go with the study of Abbas (2001) and Barkinsi (2002). Recommendations In light of the results, the researcher recommends the following: 1 - Preparing and teaching the unit of engineering in math material to sixth-grade students in the light of brainstorming strategy, and general topics of mathematics. 2 Paying attention to the development of creative thinking skills for students in all levels in studying mathematics for the primary stage. 3 - Conduct similar studies to investigate the effect of brainstorming strategies on student learning for various units of mathematics and the various levels of study.

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