The impact of using e-learning in teaching mathematics on the achievement of students of basic education faculty in the mathematics curriculum and developing the skills of their creative thinking

Abstract

The aim of the research is to investigate the impact of using e-learning in teaching mathematics on the achievement of students of basic education faculty in the mathematics curriculum and developing the skills of their creative thinking (originality-fluency-flexibility) compared with the traditional methods. The sample consisted of (60) male and female students from the first stage / first grade teacher. They were randomly assigned to two groups. The experimental group which consisted of (30) male and female students. A multimedia course and a control group consisting of (30) students who were taught by the unit itself in the usual way.

In order to achieve the objective of the research, an achievement test was used in the planned mathematics and the measure of the creative thinking skills "Torrance" after studying the validity and reliability of its application in the Iraqi environment, and the validity and reliability of the tools and validity of the application before the start of research and after completion.

The results of the analysis of the pre application revealed the equivalence of the two research groups in both the achievement test and the Torrance scale. After analyzing the scores of students in the achievement test and the dimensional measure of Torrance using the t-test, the results showed that:

1) There was a statistically significant difference at the mean level (α = 0.05) between the mean scores of the students of the two groups (control and experimental) in the post-application of the achievement test in favour of the experimental group due to the teaching method.

2) There was a statistically significant difference at the level of significance (α = 0.05) between the intermediate scores of the two groups (control and experimental) in the post application to test the skills of creative thinking Torrance (originality- fluency - flexibility) in favour of the experimental group.

3) The experimental group exceeded the control group in the amount of information acquisition and high level of collection.

4) To measure the effect size (ES), the value of the Eta coefficient was calculated at (0.655), which was slightly higher than the value of 0.5). Thus, we conclude that the effect of the implementation e-learning was clear in the sample.