The effectiveness of self-regulated learning strategies on the square equations problem-solving among ninth-grade students and arousing their motivation for learning.

Abstract

The research question intended was to examine the effectiveness of employment some of the self- regulated learning strategies in solving quadratic equations among ninth grade students and increasing their motivation to learn, the research study employed a semi-experimental curriculum, and the students in the research were (60) students in the ninth-grade basic students in mathematics in one of the schools of the Directorate of Education of the Northwest Badia District and they were distributed randomly in two equal groups (one experimental and another group that was not experimental). was taught in accordance with the teaching model based on self-regulated learning, the other was a female officer who was taught in the conventional manner, and there were actually thirty female students in each group. The researcher used two tools in this study, one in the form of a test that measures the solution of quadratic equations and the other in the form of a questionnaire to measure motivation; after confirming their veracity and consistency, the study's results showed that there were statistically significant differences at the level (α=0.05) between the average scores in the experimental group and the control group.The study recommended using the model based on structured learning in the teaching of mathematics; the ninth-grade quadratic equation solving module is self-taught. The results also demonstrated statistically significant differences between the average scores of the experimental group and the control group in the measure of motivation.