The Effectiveness of Using the Six-dimensional ‎Strategy in Improving the Features‏ ‏of Classroom ‎Interaction in Mathematics Learning Environments

Abstract

The present study aimed at exploring the effectiveness of using the six-dimensional strategy on improving the features of classroom interaction in mathematics learning environments among ninth-grade female students. To achieve the objective of the study, a set of learning activities based on the six-dimensional strategy were prepared and classroom interaction checklist was used. An available sample was chosen from ninth-grade female student. It consisted of fifty one female students. It was divided into two groups: the experimental group (n=25) was taught based on the student-centred learning through PDEODE strategy, while the control group (n=26) was taught through the traditional method. The results of the study showed significant differences in all aspects of classroom interaction (emotional support, classroom organization and educational support). These differences were in favor of the mathematical learning environments, which were based on student-centered learning using the six-dimensional strategy. On this basis, a set of related recommendations were introduced.

JJES,18(3), 2022, 401-417