Identification of instructional learning design by Alan Hoffer's model and its effect on students' creative thinking in mathematics

Abstract

This study aimed to know the effect of using instructional learning designs by Alan Hoffer's model on students' creative thinking at the second stage of mathematic department in axiomatic system and engineering. The experimental design was created by a post-test divided into two groups in the academic year 2018-2019. The sample of experimental design was 86 male and female students divided into 43 students for the experimental group by the instructional learning design and 43 for the control group by traditional teaching methods. Two variables used in this study; an age, and the total average points of the experimental students of the previous stage (first stage). The researcher used 100 behavioral goals according to Bloom's classification in the field of knowledge of levels (knowledge, understanding, application, analysis, composition, evaluation), these behavioral goals based on the content of the scientific subject, and it has been presented it to a reviewer to determine the extent of their suitability in the preparation of study plans. A creative thinking test consisting of 21 items. The results of the study indicated that there wert significant differences between teaching methods and instructional learning designs based on Alan Hoffer's model on students' creative thinking tests. This study concluded to use Alan Hoffer's model by teachers lead to developing a student's creative thinking in mathematics and recommended for apply Allan Hoffer's model in teaching, especially in engineering subjects in order to increase student's creative thinking abilities, and provided the mathematic books of the students at schools with many activities in order to motivate students to complete learning and develop their mathematical thinking level.