The Effectiveness of a Proposed Training Program Based on the Cavarella Model in Developing the Skills of Teaching Computational Thinking and Financial Literacy among Mathematics Teachers at the Secondary Stage

Abstract

The research aimed to design a proposed training program based on the Cavarella model, and to reveal its effectiveness in developing the skills of teaching computational thinking, and the skills of teaching financial literacy among mathematics teachers at the secondary stage, as well as revealing the relationship between the development of teaching skills for computational thinking and the development of financial literacy teaching skills, and to achieve those goals, the experimental approach was used; Teaching computational thinking and financial literacy teaching skills, and the sample consisted of (32) female teachers, and  the research reached the  following results: The existence of statistically significant differences at the significance level (0.05≥ ∝), between the average scores of secondary school teachers,  in the  pre- and post-measurements of the application of  the observation card for teaching computer thinking skills in favor of the post-application, The results also showed the effectiveness of the proposed training program based on the Cavarella model in developing the skills of teaching computational thinking among mathematics teachers at the secondary stage, where the value of the Cohen coefficient was (1.16) for skills in total, which indicates a great effectiveness, and also the research found that  there are statistically significant differences, at the level of significance (0.05≥ ∝), between the average scores of secondary school teachers,  by  pre- and post-measurements of the application of   The results also showed the effectiveness of the proposed training program based on the Cavarella model in developing the skills of teaching financial literacy among mathematics teachers at the secondary stage; The value of the Cohen coefficient was (0.966) for the skills as a whole, which means great effectiveness, and  the research revealed a  positive correlation and statistically significant At the level of significance (0.05), between the skills of teaching computational thinking among mathematics teachers for the secondary stage, and the skills of teaching financial literacy, and based on these results, the research made a number of recommendations and suggestions.