The Effectiveness of the Reciprocal Teaching Strategy in Developing First-grade Intermediate School Students’ Proportional Thinking

Abstract

The study aims to identify the effectiveness of the reciprocal teaching strategy in developing first-grade intermediate school students’ proportional thinking. The study has employed a quasi-experimental design with two groups, applying pre-posttest measurement for the dependent variable for each. The study population included all first-grade intermediate school students in government schools of Al-Badaya governorate, Qassim Education Department, second semester, 1443 academic year. The study sample includes (520) students distributed over (14) schools. The sample was selected in a random cluster manner, (55) students. The researcher has used one instrument: a test to measure the components of proportional thinking in the ratio and proportion unit set for the first-grade intermediate school, second semester. The main findings indicate the effectiveness of the reciprocal teaching strategy in developing first-grade intermediate school students’ proportional thinking. The effect size was (very large), according to the following data: components of proportional thinking achieved a value (0.850). The six components of proportional thinking, relational (relative) thinking, unity, up and down thinking, sharing, comparison, measurement, and attention to quantities and change, have scored the values ​​(0.360), (0.191), (0.105), (0.376), ( 0.514), and (0.316) respectively.