Effect of Using Discovery Method in Mathematics on Achievement and Attitudes of Sixth Graders in Nablus

This study aimed at identifying the effect of using the directed discovery method in mathematics on the achievement and attitudes of sixth grade pupils in Nablus. To this end, the study sought to answer the following question: 1- Are there any statistically significant differences in the sixth graders' achievement which may be attributed to method of teaching (directed discovery and direct presentation)? 2- Are there any statistically significant differences in the effect of directed discovery on achievement of sixth grade students which may be attributed to six variables? 3- Are there any statistically significant differences in the effect of direct presentation method on the achievement of sixth graders which may be attributed to six variable? 4- Are there any statistically significant differences, in the sixth graders' attitudes towards the directed discovery and direct presentation methods? 5- Are there any statistically significant differences in the sixth graders' attitudes towards the learning of mathematics through the directed discovery and direct presentation, which may be attributed to sex variable? 6- Do students' attitudes towards mathematics differ befor and after implementation of the directed discovery method? 7- Do students' attitudes towards mathematics differ befor and after using the direct presentation method? To answer these questions, a questionnaire was administered to a sample of 117 students of both sexes. The population of the study was taken Directorate of education in academic year 200/2001. The population of the study totaled 5.159 male and female students distributed among 84 sections. The subjects of the study consisted of 4 section (one section for males and another one for females): a control group studying through direct presentation. The other two section, also male and female, were the experimental group studying through directed discovery method. The Study research tools were the following: 1- Meeting and special plans for the teaching through directed discovery (researches' preparation), the aim was for the participating teachers to benefit from. The validity of these tools were checked by submitting them to specialist referees on the mathematics curriculum, methods of its teaching, its supervisors, and experienced teachers. 2- An achievement test (also prepared by researcher) aimed at obtaining raw marks and grades for comparison among the two groups of the study sample. The validity of this instrument was also checked by submitting it to a number of experts on the mathematics curriculum, its methods of teaching, its supervisors, and experienced teachers. The test reliability was tested by using the mid-term test method. The reliability coefficient (Cronbach Alpha) equaled 67.24. 3- A Mathematics Attitude scale was also developed by the researcher. This questionnaire was administered after and before implementation of the study. The questionnaire consisted of 20 items: 11 positive items and 9 negative items. The questionnaire reliability was tested by using read ministration of it. The reliability coefficient was 81.94. the Researcher used the SPSS to analyse the results of the study. Findings The study revealed that there were statistically significant differences in the achievement, depending on method of teaching, in favor of directed discovery. It was also found that there were also statistically significant differences in achievement, in the directed discovery method, in favor of male pupils. However, there were no differences in achievement between males and females by using the direct presentation method. No differences were also found in students' responses taught direct presentation method, on mathematics Attitude scale. In addition, there were no differences in the average of students' responses who were taught through direct discovery method, and the average of responses of students who were taught through direct presentation on the mathematics Attitude scale which may be attributed to sex variable. Further, no differences were found in the average of responses of students who were taught through the directed discovery before and after implementation of the study. Finally, no differences were found in the average of responses taught through direct presentation method on the Mathematics Attitude scale before and after implementation of the study. In the light of the study findings, the researcher recommends that curriculum writers and developers realize the importance of introducing the discovery method in the new curricula. She also recommends that training courses be held for in- service and pre- service mathematics teachers to provide them with training on the use of this method. The researcher finally calls on other researchers to conduct further studies on the effect of using the directed discovery, on the achievement and attitudes of student, as opposed to other teaching methods, by taking random samples and studying other school stages.