The effect of the guided imagination strategy on the development of logical thinking of mathematics among second grade students

Abstract

The aim of the research is to find out the impact of the directed imagination strategy on the development of logical thinking of mathematics among second grade students, and to achieve the goal of the research, the researchers formulated ten zero hypotheses. It was divided into two groups, one representing the experimental group consisting of (32) students, and the other a control group consisting of (29) students. Equivalence was conducted between the two groups in a number of variables.

The experimental design with two equal groups was adopted, and to achieve the goal of the research, the researchers prepared a test of logical thinking skills (classification, arrangement, compatibility, and interdependence), in its final form, consisting of (32) test items of the objective type that were characterized by honesty, discrimination, and stability.

The experiment was applied in the second semester of the academic year (2018-2019), as the pre-application of the logical thinking skills test was conducted, after which the two groups were taught according to the pre-prepared plans for each group, and after that the logical thinking skills test was applied post-test, and after data collection and statistical analysis using Appropriate statistical means, the results showed:

There is a statistically significant difference at the level of significance (05) between the mean scores of the students of the experimental group and the scores of the students of the control group in the development of logical thinking as a whole and the skills of (classification and connection) and in favor of the students of the experimental group that studied according to the directed imagination strategy.
There is no statistically significant difference at the significance level (05) between the mean scores of the experimental group students and the control group students' scores in developing the two skills (arranging and matching).
There is a statistically significant difference at the significance level (05) between the mean difference of the experimental group's scores for logical thinking skills in the pre and post test.

In the light of the research results, the two researchers came out with a number of conclusions, including the effectiveness of the guided imagination strategy in developing the logical thinking skills of mathematics among second grade students, compared to the usual method, and formulated several recommendations as well as suggestions for future studies.