The effectiveness of therapeutic interventions in improving the performance of fifth-grade female students in mathematics

Abstract

The current study aimed to investigate the effectiveness of therapeutic interventions in improving the performance of fifth-grade female students in mathematics. The researcher employed a quasi-experimental method due to its suitability for the nature of the study, with the purpose of determining the effectiveness of therapeutic interventions in enhancing the performance of fifth-grade female students in mathematics. A convenient sample of 30 students was selected from Hartha Mixed Basic School in Jordan. These students were given a diagnostic test on the unit of fractions (pre-test and post-test). The researcher used the diagnostic test to address the study's questions. The study concluded that educational therapeutic interventions were effective in improving the performance of fifth-grade female students in the fractions unit, with a t-value of 35.64 in the post-test and a significance level of 0.001. The study found differences in student performance between the pre-test and post-test in favor of the post-test, with a mean score of 15.93.