论文标题
一些统计工具来衡量（LEM）模型对数学中级学生创造性思维的有效性
Some Statistical Tools to Measure The Effectiveness of a (LEM) Model on Creative Thinking Among Intermediate Students in Mathematics
论文作者
论文摘要
该文章旨在确定（LEM）模型对多模式环境的有效性，使用某些统计工具在数学中的一年级中级学生中创造性思维的有效性。我们实现了信誉和稳定性，并为其三个层次（流利的，灵活性和独创性）做好了创造性思维的测试。我们通过向一群专家和仲裁员提出结果来实现他们的信誉。使用Alpha Cronbach公式提取稳定性（92％）。在对独立样本的t检验应用统计数据并处理数据之后，结果如下：在显着性水平上，实验组和对照组学生的平均得分与实验组在创造性思维的测试中存在统计学上的显着差异（0.05）。我们得出的结论是，（LEM）模型用于多模式环境对数学的创造性思维有积极影响。
The article aims to identify the effectiveness of the (LEM) model for a multimodal environment on creative thinking among first-grade intermediate students in Mathematics using some statistical tools. We achieved credibility, and stability and prepared a test of creative thinking for its three levels (fluency, flexibility, and originality). We achieved their credibility by presenting the results to a group of experts and arbitrators. The stability (92%) was extracted using the Alpha Cronbach formula. After applying the test and processing the data statistically using t-test for the independent sample, the results were as follows: There was a statistically significant difference at the level of significance (0.05) between the average scores of the experimental and control group students and for the experimental group in the test of creative thinking. We conclude that the adoption of the (LEM) model for a multimodal environment has a positive effect on creative thinking in mathematics.
