The effect of two patterns of mastery learning in the achievements of fifth literary female pupils in mathematics and their orientation towards it

" ( / ) " (31) (13) . ( ). 2005-2006 (2003) . (34) . (2005-2006) 70% (11) . : . :1. .2. .This research aims at the investigation of "The effect of two patterns of mastery learning (the computational Educational program/ the cooperative learning), in the achievements of fifth literary female pupils in mathematics and their orientation towards it. To achieve the aim of the research, the researcher has put six null hypotheses. The sample of the study consists of (31) female pupils of fifth literary class in Mosul, where the researcher has intentionally chosen Al-Andalus secondary school for girls. The pupils were divided into two experimental groups. Each group includes (13) female pupils after excluding failure pupils. The equivalence was carrieaout between the two experimental groups in a number of variables (the age, the general average of the pupils degrees of the previous year, pupils degrees in mathematics for the general fourth class, intelligence, parents educational level, inclination towards mathematics and the possession of personal).The experimental design of the two equivalent groups depended, on the first experimental group which studied mastery by using the computational Educational program and the second experimental group studied mastery by cooperative learning. The scientific material was limited to the first three chapters of mathematics textbook prescribed by the ministry of education for the fifth literary class for the academic year 2005-2006, edition (2003). To achieve the aim of the research, the researcher prepared a computational educational program depending on flow charts which show the progress of the educational program. It depended on the branching program since it provides many scientific and technical capabilities, and it was examined for its reliability, suitability and clarity in addition to preparing the teaching plans according to the content of the prescribed material.Three formative tests and one achievement final test were prepared, where all characterized by validity, reliability, distinguishing power and difficulty. The researcher prepared a 34 items scale for the inclination of female pupils towards mathematics. The items were characterized by validity, and reliability and discrimination.The experiment was applied at the beginning of the first term of the academic year (2005-2006) where the female pupils of fifth literary class were taught by using the ordinary traditional method for both groups, two lessons a week and a third additional lesson was devoted to the mastery measures. The researcher depended on 70% as a maximum scale for mastery measurement according to the previous studies and experts opinions. The experiment lasted for (11) weeks, eight lessons for mastery. Data collection and their statistical analysis where carried out by using the following statistical devices: (T-test for two different samples, Pearson coefficient factor). The most important results arrived at are:- 1. The superiority of the first experimental group who were taught mastery by using the computational educational program to the second experimental group who were taught by cooperative learning method in the total achievement test at the level of understanding and application, while there were no significant statistical differences at the level of recall and analysis.2. There are no significant statistical differences between inclination towards mathematics by pupils of the experimental group who were taught mastery by using the computational educational program and the inclination towards mathematics by the pupils of the second entail experim group who were taught mastery by cooperative learning.