Abstract :

The study aimed to identify the impact of applying deep learning strategies and adaptive learning systems (ALS) on enhancing algebraic proficiency among eigh^th-grade students in the Jerash Directorate of Education. The study tools and materials were prepared, including the development of a proposed instructional unit within the algebra curriculum based on the application of deep learning strategies and adaptive learning systems (ALS), as well as an algebraic proficiency test and verification of its psychometric properties. The study sample consisted of (60) female students selected through purposive sampling. The sample was divided into two groups: an experimental group comprising (30) students who were trained according to the instructional unit, and a control group comprising (30) students who did not undergo training. The study instrument was administered to the sample, and the results were recorded and analyzed, revealing statistically significant differences in favor of the experimental group in enhancing the dimensions of algebraic proficiency in accordance with deep learning strategies and Adaptive Learning Systems (ALS). In light of the study’s findings, the researcher recommends the importance of pedagogical and technical diversity in the teaching of mathematical content to enhance algebraic proficiency, thereby contributing to the achievement of the intended outcomes.

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Keywords :

Deep Learning Strategies, Dimensions of Algebraic Proficiency, Adaptive Learning Systems (ALS).

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References :

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