Abstract:
This study investigated the effectiveness of a suggested program in
improving students’ ability to write proofs in algebra class and develop
positive beliefs towards it's proofs. The program was based on discussion held
on teaching methods and examples of proofs that involved students’ common
mistakes. Two algebra classes from Kuwait university participated in the
study: the experimental group consisted of (25( students and the control group
consisted of (28( students. The program was implemented on the experimental
group, while the controlled group was taught in the traditional method used
in a college class. Data was collected using a proof writing test and beliefs
questionnaire.
The post-test of the proof writing test showed a statistically signifcant
difference in students’ performance in favor of the experimental group. The
effect size of the program was large (n2
(, and it represnted (48%( of the
improvement of the students in the experimental group’s ability in writing
proofs. Additionally, the results indicated a statistically signifcant difference
in students’ beliefs towards proofs in the post-test, in favor of the experimental
group. The effect size of the program was large (n2
(, and it represnted (22%(
of the improvement of students’ positive attitude towards proofs in the
experimental group.
