THE EFFECTIVENESS OF A PROBLEM-SOLVING PROGRAM IN SOLVING THE MATHEMATICAL PROBLEM AMONG 10TH GRADERS IN LIGHT OF THEIR VARIANCE OF THE MATHEMATICAL SELF-CONCEPT

Abstract

This study aimed at investigating the impact of a problem-solving based program on mathematical problem-solving among 10th-grade students due to the variance of their mathematical self-concept. The purposive sample of this study consisted of (89) male and female students from Wadi Bani Kharous Basic Education School and Om Hakeem Basic Education School at Sultanate of Oman. The sample was divided into an experimental group, which consisted of (48) students, and the control group consisted of (41) students. The instructional materials of Polynomial and Algebraic Functions Unit and Trigonometric Functions Unit for Grade 10th were designed based on the problem-solving program. The problem-solving test and mathematical self-concept scale were developed, and both were valid and reliable. The findings showed that: there were significant statistical differences in the mathematical problem-solving test in favor of the experimental group. The findings indicated that the significant statistical differences in the mathematical problem-solving test are due to the mathematical self-concept and the absence of statistically significant differences in the mathematical problem-solving test is due to the interaction between teaching methods and mathematical self-concept in light of the findings, the study suggested some crucial recommendations including the importance of enriching mathematics curricula with mathematical problem-solving strategies and having professional development workshops to train teachers on how to use mathematical problem-solving strategies and urge them to use these strategies in teaching Mathematics