Employing the SWOM Strategy in Teaching Mathematics and Its Impact on the Achievement of First Intermediate Female Students Class

Abstract

The current research aims to identify the use of the SWOM strategy in teaching mathematics and its impact on the achievement of first-year intermediate female students. To ensure the aim of the research, the researcher developed the main null hypothesis, which states that there is no statistically significant difference at the significance level (0.05) between the average achievement scores of the female students of the experimental group. who studied according to the SWOM strategy and the average achievement scores of the control group students who studied according to the usual method in the achievement test. The research sample consisted of (71) female students from the first intermediate year of (Al-Shorouk) High School. They were distributed randomly, with (36) female students in the experimental group that studied According to the SWOM strategy, (35) students were assigned to the control group who studied in the usual way, and they were rewarded in the variables (previous academic achievement in sixth-grade mathematics, previous experience, and level of intelligence). In light of the results of the research, the researcher developed a number of conclusions, recommendations and proposals, including the effectiveness of SWOM in teaching mathematics and raising the level of female students’ acquisition of information compared to the usual method. It was also proposed to conduct a study of the effectiveness of the SWOM strategy in developing geometric thinking among first-year intermediate school female students. In mathematics