The Relationship between the Cognitive Structure and the Acquisition of Knowledge (academic attainment) for the Seventh Grade Students – (at ANRWA schools in Nablus area) –who are Excellent or Superior at Mathematics.

This study (research) is aiming at eruditting (knowing) the relationship between the cognitive structure and acquisition of knowledge (academic attainment) for the 7th grade students – at UNRWA school in Nablus area – who are superior at Mathematics through responding to (answering) the following question: 1. Is there a relationship between the average of the students marks in Mathematics examination and the average of their marks in the cognitive structure examination?. 2. Are there differences among the students’ grades or marks in the cognitive structure examination according to the teacher’s academic degree coefficient (factor)?. 3. Are there differences between or among the students marks in the cognitive structure examination according to the teacher’s experience coefficient (factor) / year of service?. 4. Does the 7th grade student realize the construction aspect of geometry?. 5. Does the student realize the relationships between the course concepts (geometry unit) and its subjects among each other?. 6. Does the students realize the general concepts of geometry as well as the specific ones related to it?. The sample of the research (study) consists of (30) students who are superior of mathematics. These students are in the 7th grade at UNRWA school in Nablus area. The research was carried out (applied) in the scholastic (or academic) year (2000/2001). The researcher (or investigator) prepared a certain examination (the cognitive structure examination) and an interview. He processed the reliability coefficient applying “Guttman” equation its amount was (0.81). He also applied the reliability approach through time to measure the reliability of the interview. The conformity degree was 100%. The examination results were analyzed by “two way ANOVA” test. The interviews results were also analyzed by recording protocol, the research (study) found out the following results: 1. There’s no relation or a link between the student’s school mark in mathematics and his mark in the cognitive structure examination that has a statistically significant. 2. There are no distinguished differences among students marks in the cognitive structure examination according to the teacher’s academic degree coefficient that have statistically significant. 3. There are no distinguished differences among students marks in the cognitive structure examination according to the teacher’s experience coefficient that have statistically significant. 4. The 7th grade students don’t realize the construction aspect of geometry. 5. The students don’t realize the relationships between the course concepts and its subjects among each other. 6. The students don’t realize the general concepts and the specific ones that relate to them. Based on the research conclusion, the researcher recommended the following issues:- 1. Drawing attention to students’ cognitive structure through applying up-to-date (or modern) teaching procedures or methods. 2. Focusing on the basises of the subjects being learnt. 3. Applying modern evaluation strategies. 4. Having perfect cognitive structure, students will determine his learning rate. 5. Shedding light on the learning content coherence and its linked concepts as a strategy for constructing a new curriculum. 6. Carrying out similar researches on variant samples (or specimen) among different stages.