The Effect of Using the" Project Based Learning" Strategy on Mathematical Thinking and Motivation Towards Learning Among Grade 7 Female Students in Jenin Governorate

This study aimed to identify the effect of using the project based learning strategy (PBL strategy) on students' mathematical thinking and motivation. The study basically tried to answer the question: What is the effect of using the PBL strategy on mathematical thinking and motivation of 7th grade female students' in Jenin governorate when learning the unit of statistics? The study sample was a convenience sample and consisted of (62) female students from the 7th Grade in Jenin governorate. The sample was divided into two groups, the experimental group and the control group. The experimental group studied the statistic unit using the PBL strategy, while the control group studied the same unit with the regular book and without the PBL strategy. The study tools consisted of a thinking test and a motivation questionnaire. Computations were made to the tools for their reliability and validity. The ANCOVA test was computed to check the hypotheses of the study, and also the Pearson correlation coefficient was computed between the experimental group's motivation in the post test and their mathematical thinking to find out the relationship between students' motivation and mathematical thinking. Findings indicated the existence of a significant statistical difference at the significance level (α = 0.05) between the means of the two groups of students regarding the mathematical thinking and regarding their motivation. This difference was in favor of the experimental group, and is due to instructional program. The results also showed a positive relationship between mathematical thinking and motivation. The study recommend that it is necessary to train mathematics teachers to use the PBL strategy in their teaching. It also recommend the reformulation of educational materials in the elementary stage, and to develop mathematical thinking among students, as well as employing the skills of justifying in learning.