The Effect of Teaching Geometry Unit Using Mathematics Laboratory on Achievement and Motivation Towards Mathematics Learning Among Sixth Graders in Schools of Tulkarem District

This study aimed at identifying the effect of teaching the unit of “Geometry” by using Mathematics Prodigy huboratory in measuring the achievement and motivation towards Mathematics learning mathematics among sixth graders in the schools of Tulkram governorate. In short, it was an attempt to answer the main question, which is what the effect of teaching the unit of “Geometry” by using Mathematics Leboratory in measuring the achievement and motivation towards learning mathematics by sixth graders in the schools of Tulkram district? To answer the question of the study and test the hypotheses, the researcher employed the experimental methodology. Further, it was applied on a population from the female students of the sixth grade. Besides, two groups were chosen in one the schools of Tulkram which has two sixth grade sections. Further, the first group was the experimental group, which was taught by using Mathematics Laboratory. On the other hand, the other group was the controll group, which wasn’t taught by traditional method. In addition, this study was done during the first semester of the scholastic year 2014-2015. The following tools were applied on the sample of the study: 1. A preparation memo according Mathematics Laboratory to be used in teaching the unit of “Geometry” for the experimental group. 2. An achievement test was given after the students finished the unit of “Geometry”. 3. Motivation to learning mathematics scale to measure the student’s motivation towards learning mathematics before and after . Mathematics Laboratory 4. One way ANCOVA was used to test the difference between the means of the achievement of the two groups according to the measurements of achievement and motivation. Pearson cofficient was used to test the relation between the achievement of the students and their motivation towards learning mathematics. The main results of this study can be summarized as the following: 1. There is statistically significant difference at (α=0.05) between the means of the experimental and controlling groups because of teaching methods (using Mathematics Laboratory or not using it). The results are in favor of the experimental group which studied the unit of “Geometry” by using MP. 2. There is statistically significant defference at (α=0.05) between the means of the motivation of the students in both groups due to using different teaching methods (using Mathematics Laboratory or not using it). The results are in favor of the experimental group which studied the unit of “Geometry” by using Mathematics Laboratory. 3. There is a statistically significant relation between the achievement and the sixth graders’ motivation towards learning math. Based on the previous results, the researcher recommended the following: 1. Make it possible for schools to have a special classroom for teaching math classes by using Mathematics Laboratory. 2. Training teachers to use the modern teaching methods including Mathematics Laboratory. 3. Preparing studies about using Mathematics Laboratory in teaching other subjects other than geometry such as fractions, algebra and other mathematical subjects. 4. Preparing a comprehensive generalized studies about Mathematics Laboratory that its results can be generalized.