فاعلية الأنشطة الصفية في مادة الرياضيات وأثرها في تحسين أداء المعلم (المتدرب ) أثناء التربية العملية

Abstract

Abstract This research tackles the effectiveness of the class activities in mathematics, and its impact on the teacher’s {Trainee’s} performance, during the practical training period, in Aseer Province education management, in Saudi Arabia. The study aims at overcoming difficulties encounterd by the trainee teacher, towards improving his professional performance in mathematics teaching , by laying down strategy for class activities that enhance the students’ leaming process. Within the framework of the study , the researcher attempts to find answers to the following queries: 0 Are there any difficulties that obstruct the efficiency of class activities for trainee teacher? 0 Can the activation of class activities’ strategy have positive effect on mathematics learning , for elementary school pupils? 0 Can the activation of class activities’ strategy have positive effect on mathematics learning , for intermediate school students? To answer the first question, the researcher used the descriptive approach and adopted a sample of (30) headmasters of practical training schools, besides ( 50 ) mathematics teachers from the training schools, and (40) trainees to fill in questionnaires pertinent to problems that face trainees, and impede the efficiency of the class activities. The questionnaires were designed as per the following pivots : 0 Problems related to students. O Problems related to curriculum. 0 Problems related to trainee teachers. In answering questions two and three of the study, the researcher used an experimental sample of the study, and used experimental method. Sixteen trainees were randomly selected from the trainees . Eight of these trainees are of the elementary schools and the other eight are of the intermediate schools , accompanied by 496 of their students . 256 of the students are in the fifth grade elementary and 240 are in the second grade intermediate . The researcher subjected the students of the experiment to pre- test, on the units taught in the traditional method, before introducing experimental variable, and apost-test was repeated after the elapse of four weeks, within which counseling programme about class activities was to be applied for the students By the end of the specified period of the experiment the post —’ exam was held for students of the mentioned sample, and analysis of their marks was done, by using frequency tables, percentages and (T test). In addition to the results concluded from the questionnaires, the researcher reached the following results: ~ Most of the difficulties that encountered by the trainee are related to students , curriculum or trainee himself could be solved , by the cooperation of the trainee , the teacher of mathematics , the headmaster and the supervisor. 0 There are differences of statistical significance in math leaming of elementary students, at function level ( 0.01), that was attributed to activation of the strategy of the trainee’s class activities . Q There are differences of statistical significance in math leaming of intermediate students, at function level ( 0.01), that was attributed to activation of the strategy of the trainee’s class activities . 0 Distinction was achieved by the group for both elementary and intennediate stages, when the strategy " of class activities was applied on the group. Based on the results the researcher submitted several recommendations , the following are some : 0 The group of trainees and teachers in general, adopted activation of class activities strategy, for its positive effect on students’ learning. . Adoption of pre- and post-test method for every curriculum unit that has been studied , in order to keep information in the memories of students as long as possible. The trainee should be in the classroom from the start of the lesson so as to use the beginning of it in useful activities in general. The researcher also proposed conducting more researches about trainee teachers , using different experimental designs, in order to attain useful teaching methods for trainees and teachers in general. He also suggested to extend the period of practical training to strengthen the ties of the trainee with his students and school employees.