Using Needham's model in teaching equations and its effect on achievement and developing mindful learning skills among third-grade middle school students in mathematics

The research aimed to identify the effect of using the Needham model in teaching equations on the achievement of third-year middle school students and developing their mindful learning skills. To achieve the research goal, two null hypotheses were formulated and a deliberate sample was selected from Alton Kopri Secondary School for Boys from third-year middle school students. Two groups were randomly selected: Section "A" is a sample for an experimental group studying according to the Needham model with (33) students, and Section "B" is a sample for a control group studying according to the usual method with (33) students. Failed students were excluded to avoid the experience variable. The researcher conducted equivalence between the students of the two groups with variables: academic achievement, intelligence level, age in months before the start of the experiment to ensure that the students of the two groups, and teaching was carried out according to the plans prepared for the equations chapter. The experiment took (15) lessons. An achievement test consisting of 16 multiple-choice questions and specific-answer questions was prepared according to the procedures of the test map. Its apparent validity, difficulty coefficient, discrimination, and a scale of mindful learning skills consisting of 30 paragraphs was prepared, and the data were analyzed using statistical methods: Kuder-Richardson coefficient 20 and t-test for two independent samples, and the research concluded that teaching equations topics according to the Needham model has a high impact on the achievement of third-year middle school students. In light of this result, s.