Some Statistical Tools to Measure The Effectiveness of a (LEM) Model on Creative Thinking Among Intermediate Students in Mathematics

TL;DR

This study evaluates the effectiveness of the (LEM) model in enhancing creative thinking among intermediate mathematics students using statistical tools, demonstrating its positive impact.

Contribution

It introduces a validated and reliable test for creative thinking and provides empirical evidence of the (LEM) model's positive effect in a multimodal environment.

Findings

Significant improvement in creative thinking scores for the experimental group.

The (LEM) model positively affects fluency, flexibility, and originality.

Test reliability was confirmed with 92% stability.

Abstract

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.