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Abstract
This study aimed to know the impact of the Problem-Centered Learning
strategy in developing skills of solving Algebraic equations and inequalities
and the attitude towards mathematics among the ninth grade students in the
middle governorate .
To achieve this: the following questions were asked:
1. What are the skills of solving Algebraic equations and inequalities to be
developed among the ninth grade student in the middle governorate?
2. What is the impact of the Proplem-centered learning strategy in
developing skills of solving Algebraic equations among the basic
ninth grade students?
3. What is the impact of the Proplem-centered learning strategy in
developing skills of solving Algebraic inequalities among the basic
ninth grade students?
4. What is the impact of the Proplem-centered learning strategy in
developing the basic ninth grade students attitude towards
mathematics?
The Quasi- experimental method was used and applied on two groups;
experimental and controlled groups with a pre and post test. The study
sample was selected from Rodolf walter co-ed basic school
Directorate of Education in the middle governorate . The sample of the
study was selected intentionally and consisted of two ninth grade
classes. The experimental class was chosen on a way of lots to
represent the ninth" A" class with 29 students and they were taught
by the Problem-Centered Learning strategy. While the 26 students of
the controlled class; ninth grade "B" , were taught traditionally.
The study used the following tools; (1) Test for the skills of solving
algebraic equations and inequalities, (2) attitude scale towards
Mathematics. The validity of attitude scale was measured by referees
and the internal consistency. The reliability was measured by using
re-testing method, split-half method. Also, Alpha Cronbach equation
was used to find the minimum reliability of the scale.
To reach the study results, the data was collected by using the
following statistical methods: T test for two independent samples and
the size of the effect by using Eta square .

The results of the study showed: There was statistically significance

differences at the level (0.01) between the means of the grades of the
experimental and the controlled groups in the post test for the
experimental group in the following:
1. In the test of Algebra equation solving skills and the big size of
effect of using ETA square which amounted to (0.22)
2. In the test of Algebra inequalities solving skills and the big size
of effect of using ETA square which amounted to (0.13)
3. The measure of the attitude towards mathematics and the big
size of effect of using ETA square which amounted to (0.23)
In light of the previous findings, the researcher recommends
the necessary need to encourage and train the mathematics
teachers as well as the school mathematics supervisors to
employ the Problem-Centered learning strategy because of its
impact in developing the skills of solving Algebraic equations
and inequalities and the attitude towards mathematics.

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1..

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) + = 1. =6
) += - 1. + = 6 -

)2+= 1. =6

152

-25

7 26 :
) 1. 7

)17 1.

)3 1.
-26

)12 5

:
)

)
)
-27

( 3.) :
) 3.

) 3 .

) < 3.
-28

) > 3.

5 11 4 =

) } : 3 {

) } : > 3 {

)} : 15 {
-18

) } : > 15 {

6< 5+:
)

)
-2:

2 + 4 :
)

153

-31

> 1-

-32

:
) 3- < 2
) <3-2

-33

) <3- <2

) < 2 3

:
) () 4 3

) () 1- 1

) () . 2

) () 2 4-
154


3 + = 3 2+ = 1 :
-34

-35 ------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 155

-36 ----------------------------------------------:
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -37 4. 1. -----
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

156

 -38
4 113.
3 89.

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

157

 -28 3 4 1. < 1 +
-------------------------------------------------------:
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------29
:
24

< 3- < 2

-3.
2 3 + 6

----------------

158

 ()

:



.

:
.1 ( )24 ( ) ... 4 3 2 1 ()4
( ) .
.2
( ) .
.3 .

.4 .

.5 .
159

8
9

10

11

12

13

14

15

16

17

18
19

20

21

22

23

24

16.

 ()

161

 ()

162

Al-Azhar University-Gaza
Deanship of Postgraduate Studies & Scientific Research
Faculty of Education
Master of Curricula and Teaching Methods

The Impact of The Problem-Centered Learning Strategy in developing

Skills of Solving Algebraic Equations and Inequalities and the Attitude
towards Mathematics among the Ninth Grade students in the Middle
Governorate

Prepared by
Sabreen Sabri Musleh

Supervised by
Dr. Ali Mohammed Nassar
Assistant Professor of Curricula &Teaching Methods
The Head of Curricula and methodology Department
Al-Azhar University-Gaza

A Thesis Submitted as Partial Fulfillment of the Requirements for the Master

Degree in Curricula and Teaching Methods.
Education Faculty _ Al-Azhar University of Gaza_Palestine.

163