The Effectiveness of Marzano’s Dimensions of Learning Model in Improving Productive Thinking in Mathematics

Abstract

This study aimed at investigating the effectiveness of Marzano’s dimensions of learning model in improving the productive thinking in mathematics among ninth grade students. The sample of the study consisted of four groups from ninth grade students selected according to available sampling from a school in al - Mafraq Directorate of Education. Two groups consisting of 60 students were randomly assigned as experimental groups and taught according to Marzano’s dimensions of learning model. The remaining groups consisting of 60 students were assigned as control groups and taught according to the ordinary way. To achieve the objectives of the study, the researchers prepared a test relating to productive thinking in mathematics. After establishing the validity and reliability of the test, it was administered to the students in the experimental and control groups. The results revealed that there were statistically significant differences in the level of the productive thinking of the ninth grade students attributed to the teaching method in favor of the students in the experimental groups. In light of the results, the researchers recommended the need to prepare a mathematics teachers’ teaching guide according Marzano’s dimensions of learning model, and to train mathematics teachers and supervisors according to this model.