Abstract

Abstract This paper explores how the SWOM strategy is efficient in 11th preparatory graders’ gaining of mathematical concepts. To this end, an experimental post-test methodology was followed where the tool is applied to a control group and test group. The data is Zakho-centered 62 preparatory graders, the subject then were sub-classified into a 31-subject SWOM-taught test group and a 31-subject traditionally-taught group. Both groups were assessed against such variables as an intelligence test, age, parents’ qualifications, last year’s GPA, and mathematics score. To achieve this, the key mathematics concepts were specified, a synthesized test was designed, and concept building was prepared (identification, recognition, application). A short, t-test administration was conducted. The paper finds that the SWOM-taught test group surpassed the traditionally-taught control group in gaining mathematics concepts

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The article was added to IASJ on 2022-08-19

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