Abstract
This study aims at investigating secondary stage students’ possession degree of self-organized learning components in the curriculum of mathematics. The sample of the study consisted of first secondary classes in state schools in the Directorate of II Amman whose number reached 925 male and female students randomly selected at the first semester of 2015/2016. To achieve the objectives of the study a questionnaire consisting of 48 items was adopted. Results revealed that the possession degree of these students for the components of self-organized curriculum was medium in all domains and areas. Also, there are no statistically significant differences in the possession degree for first secondary class degree that can be attributed to the variables of social Pattern and the pattern of the study.
Highlights
The teaching process has developed recently; it has no longer depended on spoon feeding techniques but has depended fully on a set of modern strategies that fit time and its changes
Are the study samples responses in the possession degree of first grade secondary students of the components of self-organized learning in mathematics curriculum vary depending on the variables of gender and the type of track?
Results in the Table (5) indicated that there is no statistically significant differences at the significance level (0.05 = α) in the study sample responses to the point of possessing a first-grade secondary students of the components of self-organized learning in mathematics curriculum depending on the variable of gender
Summary
The teaching process has developed recently; it has no longer depended on spoon feeding techniques but has depended fully on a set of modern strategies that fit time and its changes. Cognitive theory focuses on individual’s acquisition of knowledge through internal mental constructions in an attempt to achieve cognitive balance, which assumes change in cases of knowledge for learners when interacting with the experiences he faces, where he focuses on analyzing the mental processes. Does it focus on interacting with experience and the methods of using them along with organizing and revising them, it focuses on what learners know and how he develops his expertise and cognitive constructs. It further hypothesizes that the development of learners’ experiences are no more than a mental activity that involves the processes of expertise and attitudes and organize them (Qotami 2004, p 10)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
