"The Effect of the (P.D.E.O.D.E.) Strategy on Achievement and Inductive Reasoning Skills Among Second-Year Middle School Students in Mathematic"

Abstract

This research aimed to determine the effect of the (P.D.E.O.D.E. ) strategy on the achievement and inductive reasoning skills of second-year intermediate students in mathematics. To achieve this aim, the following two hypotheses were formulated: 1. There is no statistically significant difference at the( 0.05) level between the mean scores of the experimental group students who will study mathematics using the (P.D.E.O.D.E.) strategy and the mean scores of the control group students who will study the same subject using the traditional method on the mathematics achievement test. 2. There is no statistically significant difference at the( 0.05) level between the mean scores of the experimental group students who will study mathematics using the (P.D.E.O.D.E.) strategy and the mean scores of the control group students who will study the same subject using the traditional method on the inductive reasoning skills test. The research sample was selected from second-year intermediate students in the second semester of the (2024-2025) academic year. The sample consisted of (60) students. By random assignment, section (B) was chosen to represent the experimental group (30 students), and section (A) was chosen to represent the control group (30 students). The two groups were matched in terms of the variables: first-year intermediate mathematics grades, prior knowledge test in mathematics, and inductive reasoning skills. To measure student achievement, 20 multiple-choice items were prepared. After confirming their validity and reliability, an inductive reasoning skills test was administered. This test assessed the skills of identifying causal relationships, analyzing problems, analogical reasoning, drawing inferences, identifying information, and recognizing relationships. The test consisted of (12 ) objective multiple-choice questions, with two items for each skill. The Statistical Package for the Social Sciences (SPSS) version (23) was used to process the data. The results showed the following: 1. There is a statistically significant difference at the 0.05 level between the mean scores of the experimental group students who studied mathematics using the (P.D.E.O.D.E. ) strategy and the scores of the control group students who studied the same subject using the traditional method on the achievement test, in favor of the experimental group students. 2. There is a statistically significant difference at the 0.05 level between the mean scores of the experimental group students who studied mathematics using the (P.D.E.O.D.E.) strategy and the scores of the control group students who studied the same subject using the traditional method on the inductive reasoning skills test, in favor of the experimental group students. The researcher presented several conclusions, including: the importance of adopting the (P.D.E.O.D.E.) strategy when teaching mathematics to second-year middle school students, as it has a positive impact on raising their achievement and increasing their inductive reasoning skills. Several recommendations were formulated, including: the necessity of training mathematics teachers and offering workshops to introduce them to modern teaching strategies, including the (P.D.E.O.D.E.) strategy, due to its positive impact on raising students' achievement and inductive reasoning skills. Several suggestions were made, including: conducting similar studies to this research for other educational levels and other variables, such as acquiring habits of mind and higher-order thinking skills.