The Effect of Providing the Students of the Basic Seventh Grade with Behavioral Objectives on their Achievement in Mathematics in Governmental Schools in Jenin Area

This study was designed to investigate the effect of providing the students of the basic seventh grade with behavioral objectives on their achievement in Mathematics in governmental schools in Jenin area.The study aimed to answer following questions: - does providing the students of the basic seventh grade in Jenin area with behavioral objectives before the teaching process have an effect on their overall achievement in Mathematics? - does providing the students of the basic seventh grade in Jenin area with behavioral objectives before the teaching process have an effect on their mean scores on the sub achievement tests at the level of knowledge, comprehension, application, and high levels from bloom classification for cognitive objectives? The population target of the case study consists of seventh grade students in governmental schools in Jenin during the second semester for scholastic year 2001/2002; the sample covered 123 male students. The researcher designed the study tools, which consisted of prior knowledge test aims at measuring the equality of groups in achievement before conducting the study, and a list of numbers contains (64) behavioral objectives relate with instructive material and the scientific achievement test to measure the students’ achievement for the given material test to measure the perception of course material. To achieve the aims of the study, the unit (Setup Geometry) was used as an instructive subject. The researcher tested the reliability of the tests which were reviewed a group of referees. The researcher used the test and retest method to measure the test stability. Pierson correlation coefficient calculated for the perception test and the constant coefficient was (0.95) this value is accepted to the educators. The researcher analyzed the data using one- way anova analysis and hotel lings test and multivariate k-sample test to test the hypothesis for the study and the result showed: that there were significant differences(α=0.05) between mean scores in overall achievement test and its sub levels (comprehension, and application) attributed to providing the students with behavioral objectives, and the study revealed that there were no significant differences(α=0.05) between mean scores at levels of knowledge, and high levels.