The Effect of the strategy for solving verbal problems on the development of analytical thinking skills in students with learning disability

Abstract

The aim of this study was to examine the effect of a verbal problem-solving strategy on the development of analytical thinking skills among students with learning disabilities. The researcher adopted a quasi-experimental design with partial control, based on a two-group design (experimental and control). The research sample consisted of 20 students with learning disabilities in special education classes in the city of Mosul, who were divided into two groups—an experimental group and a control group—with 10 students in each group. The experimental group was taught using the verbal problem-solving strategy, while the control group was taught using the conventional method. To achieve the research objectives, the researcher prepared lesson plans based on the verbal problem-solving strategy. A test to measure analytical thinking skills was also developed, and its validity and reliability were verified prior to administration. The research results showed a statistically significant difference at the 0.05 level between the mean scores of students in the experimental and control groups on the post-test of analytical thinking skills, in favor of the experimental group, The results also showed a statistically significant difference at the 0.05 level between the mean scores of the experimental group on the pre- and post-tests, in favor of the post-test. In light of these results, the study recommends employing the verbal problem-solving strategy in teaching mathematics to students with learning disabilities due to its positive impact on the development of analytical thinking skills.