The Effectiveness of a Proposed Strategy According to the Model Came of Knowledge Management in the Achievement of Second Intermediate Female Students in Mathematics

Abstract

This study aims to explore the effectiveness of a proposed strategy based on a knowledge management model in improving mathematics achievement among second-grade female students in middle and secondary schools affiliated with the General Directorate of Education in Mosul II. The study also seeks to test the following null hypothesis: "The average scores of the experimental group "Students who will follow the proposed strategy according to the model, the scores of the control group students, who will learn using the traditional method, showed no statistical significance in the mathematics achievement test at the significance level (0.05). The General Directorate of Education in Mesli determined the research population, which includes middle and high schools for girls, and Shurooq Middle School was selected as a specific sample for the study." The study was divided into two groups, one of which included sixty-one female students from the second intermediate grade. The experimental group, represented by Class (A), included thirty-three students, while the control group, represented by Class (C), included twenty-eight students. An achievement test was developed to collect the study data, which in its final version included thirty-six objective multiple-choice items with four options. A statistical analysis was also conducted to compare the students of the experimental and control groups on the variables of (previous achievement in mathematics, prior mathematical knowledge, and intelligence). Appropriate statistical methods were used to conduct the test on students in both the experimental and control groups, including the difficulty and ease coefficient, the discrimination coefficient, and the effectiveness of alternatives. After the researcher applied appropriate statistical methods to analyze the data and conducted a test similar to Levene's test, the results showed that teaching using the proposed strategy based on the knowledge management model had a significant impact on improving the achievement of students in the experimental group compared to the control group. Its psychometric properties were also confirmed.