The Effectiveness of a Brain-Based Teaching Model in Teaching Geometry in Developing Some of The Neural Branching Thinking Skills of First Year Preparatory School students

The Effectiveness of a Brain-Based Teaching Model in Teaching Geometry in Developing Some of The Neural Branching Thinking
Skills of First Year Preparatory School students
Abstract
This research aims at identifying the effectiveness of a brain-based teaching model in teaching geometry in developing some of the neural branching thinking skills of first year preparatory school students. To achieve that, the following measurement tool was prepared: (a neural branching thinking skills test), while the teaching materials consisted of: (The teacher's guide for teaching geometry and measurement unit according to the used teaching model and the student activities worksheets). The research sample consisted of a number of first year preparatory school students at AL-Shaheed Arafat Abdel-Moneim Preparatory School for Girls in Matai Al-Balad. Participants were (62) female students who were divided into two groups, one of them is the experimental group which contains (30) female students, and the other is the control group which contains (32) female students.
The results showed there is a statistically significant difference at the level (0.01) between the mean scores of the students of the two groups in the post test of neural branching thinking skills as a whole and in each skill in favor of the experimental group.