TY - JOUR
AU - Mohammed Ali, Bhar Q.
PY - 2019/06/01
Y2 - 2024/06/14
TI - The use of integrated learning strategy in engineering and its impact on engineering thinking and achievement among students of the Department of Mathematics at the College of Basic Education at the University of Duhok
JF - Academic Journal of Nawroz University
JA - ACAD J NAWROZ UNIV
VL - 8
IS - 2
SE - Articles
DO - 10.25007/ajnu.v8n2a389
UR - https://journals.nawroz.edu.krd/index.php/ajnu/article/view/389
SP - 382-400
AB - <p>The research aims to identify the use of integrated learning strategy in engineering and its impact on engineering thinking and achievement among students of the Department of Mathematics at the College of Basic Education, University of Duhok, and to verify the goal of the researcher used the experimental method where the experiment was applied to a sample of (85) students from the second stage Was chosen deliberately from the Faculty of Basic Education - Department of Mathematics at the University of Dohuk for the academic year (2019-2018) and then distributed randomly to two equal groups one experimental consisting of (40) male and female students, studied using the strategy of integrated learning, and another officer composed of (45) Student The study was based on a ready test prepared by Jawad (2011) for engineering thinking consisting of (45) paragraphs after verifying the psychometric characteristics of the test. The researcher also prepared an achievement test consisting of (20) items applied to the research sample. Calculating the arithmetic mean and T test for two independent samples, the results showed the following:<br>• There is a statistically significant difference between the mean scores of the two research groups.<br>• There is no statistically significant difference between the mean scores of the two research groups in the level of cognitive engineering thinking.<br>• There is no statistically significant difference between the mean scores of the two research groups at the analytical level.<br>• There is a statistically significant difference between the mean scores of the two research groups in the level of arrangement geometric thinking.<br>• There is a statistically significant difference between the mean scores of the two research groups in the level of deductive engineering thinking.<br>• There is a statistically significant difference between the average scores of the two research groups in the achievement test. Thus, the group studied according to the integrated education strategy outperformed the group studied according to the usual method of achievement test.</p>
ER -