Abstract:
The study aimed to investigate the impact of the use of teaching on the cognitive trips and cooperative groups towards the outcome of mathematics, direction and ownership the self-organized learning components for the second intermediate students who have different cognitive styles. The study was applied to 163 students, who were distributed randomly on the two experimental groups; the first one contains (53) students, the second (55) and the control group includes (55), where the first experimental group studied by the cognitive trips, while the second experimental group by cooperative groups. The control group was taught by the traditional way. After the applied experiment, the tools utilized the achievement test- attitude scale – as the self-organized learning scale. The results showed that there are statistically significant differences in the second intermediate students’ outcome in the unit of equations and inequalities in mathematic material attributed to teaching method, where the first experimental group that studied the strategy of cognitive trips - web quests - and the second experimental group that studied the strategy of cooperative groups on the control group, which studied in the traditional way, which demonstrates the effectiveness of this method of teaching. However, there are no significant differences between the average performance of the dependence and the average of the independence on the post-test. In view of the results, the researcher put forward some recommendations.
