The Interaction between Spaced Learning breaks and Cognitive Style to enhance Mathematical Problem-Solving Skills for High School Students
Article Sidebar
Main Article Content
Abstract
This research aimed to measure the impact of the interaction between the patterns of spaced learning breaks (physical-electronic) and the cognitive style (ambiguity tolerance-ambiguity intolerance) on enhancing mathematics problem-solving skills for high school students in the State of Qatar. The research sample consisted of 60 male and female 12th-grade students from Qatar High School in Al-Kheesa. They were divided into four experimental groups based on their cognitive style and the pattern of spaced learning breaks provided to them, following the quasi-experimental research design. The measurement tools included the Cognitive Style Test (ambiguity tolerance – ambiguity intolerance) and the Mathematics Problem-Solving Skills Test. The results revealed a statistically significant positive interaction effect at the 0.05 level between the spaced learning break pattern (electronic vs. physical) and the cognitive style (ambiguity tolerance vs. ambiguity intolerance) for students in the four groups in the post-test of mathematics problem-solving skills. Additionally, the findings showed statistically significant differences at the 0.05 level in favor of the group that learned through the electronic spaced learning break pattern, as well as in favor of the students with ambiguity tolerance, in terms of their problem-solving skills in mathematics.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abdel-Hadi, F. (2010). Cognitive psychology. Amman: Osama Publishing and Distribution House.
Abu Aisha, N. (2013). Strategies for solving mathematical problems. Journal of Human and Social Sciences, Kasdi Merbah University – Ouargla, 5(13), 299–304.
Abu Zeina, F. K., & Ababneh, A. Y. (2010). Mathematics teaching methods for early grades. Dar Al-Masirah for Publishing and Distribution. Amman, Jordan.
Al-Amin, I. M. (2004). Methods of teaching mathematics: Theories and applications (2nd ed.). Cairo: Dar Al-Fikr Al-Arabi.
Al-Anzi, A. M. (2016). Parental treatment styles and their relationship with both self-efficacy and the cognitive style of ambiguity tolerance among secondary school students in Hail City (Master’s thesis, College of Education, Umm Al-Qura University).
Al-Ersan, H. A. F. (2003). The effectiveness of blended learning in developing skills of designing and producing innovative projects using object-oriented programming among first-year secondary students and its relationship to achievement motivation (Master’s thesis, Institute of Educational Studies and Research, Cairo University).
Ali, H., El-Naggar, M., & Elharoun, S. (2022). Interaction between Mobile Applications based on Spaced Learning types and Cognitive Style. Elementary Education Online. 21 (1). 244-263. doi:10.17051/ilkonline.2022.01.19.
Al-Muntasir, D. A. (2013). The effect of the interaction between blended learning and cognitive style on physics learning outcomes among secondary school students in the Republic of Yemen (Doctoral dissertation, Institute of Educational Studies, Cairo University).
Al-Nawasrah, A.D. & Al-Saqarat, K. A. (2023). The effect of using the PQ4R and problem-solving strategies on solving mathematical problems among ninth-grade students in Jordan. Journal of the Faculty of Education, Al-Azhar University, 42(199), 175–208.
Al-Qahtani, M. M. (2013). The cognitive style (tolerance–intolerance) of ambiguity and its relationship to academic achievement motivation among students of Imam Muhammad ibn Saud Islamic University in light of some variables. The Educational Journal – Kuwait University, (108), 147–200.
Al-Qaisi, T. K. (2005). The effectiveness of using Polya's problem-solving model in the achievement and mathematical thinking of basic stage students in Jordan. Reading and Knowledge Journal, (42), 134–160.
Al-Sulami, T. H. (2013). The degree of mathematics teachers' contribution to developing mathematical problem-solving skills among primary school students (Master’s thesis, College of Education, Umm Al-Qura University).
Aziz, M. G. (2009). The effectiveness of using blended learning in developing mathematics skills in kindergarten (Master’s thesis, Institute of Educational Studies, Cairo University).
Barsoum, S., Elnaggar, M., B. (2022). “The Effectiveness of Using a Cognitive Style-based Chatbot in Developing Science Concepts and Critical Thinking Skills among Preparatory School Pupils. European Scientific Journal. 18(22). 52-72. https://doi.org/10.19044/esj.2022.v18n22p52
Brown, H.D. (2000). Principles of Language Learning and Teaching. (4th ed) New York: Longman (Formerly New Jersey: Prentice Hall).
Budner, J. (1962). Intolerance of ambiguity as a personality variable. Journal of Personality, 30(1), 29-50.
Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24(3), 369–378.
Chander, S., and Arora, C. (2021). Integrating Technology into Classroom Learning. Indian Journal of Education Technology. 2(1). 84-105.
Dewey, J., (1910). How We Think. Dover Publications, Inc.
Disqours, N. F. (2005). Ambiguity tolerance and some related psychological variables among a sample of university youth. Journal of Scientific Research in Education and Psychology, Faculty of Education, Minia University, 4(1), 87–119.
Dunlosky, J., & Rawson, K. A. (2019). Cognitive and educational benefits of spaced practice: A brief history and future directions. In J. Dunlosky & K. Rawson (Eds.), The Cambridge handbook of cognition and education (pp. 295–320). Cambridge University Press.
Egara, F., (2022). Effect of Spaced learning on primary School pupils, Interest and Retention in Mathematics. Multicultural Education. 8(3). 144-151.
Elmaadawy, M., El-Naggar, M., Abouhashesh, M. (2025). Improving Primary School Students' Oral Reading Fluency Through Voice Chatbot-Based AI, Journal of Computer Assisted Learning. 41(2). 1-15. https://doi.org/10.1111/jcal.70019 .
El-Masry, S. F., & Ismail, W. M. (2019). The interaction between types of spacing ("expanded – equal") in spaced e-learning and the level of mental capacity, and its effect on cognitive load and learning retention among preparatory school students. The Educational Journal, Faculty of Education – Sohag University, 63, 597–693.
El-Naggar, M. A., & Hegazy, T. A. M. (2022). The interaction between the type of spaced learning breaks (electronic/physical) and the level of need for cognition (low/high) and its effect on developing learning skills and systems thinking among preparatory school students. The International Journal of E-Learning, 6(3), 119–111. 10.21608/ijel.2022.255494.
El-Naggar, M. S. (2023). The interaction between graphic design style in an e-learning environment and cognitive style and its effect on developing scientific concepts and visual thinking skills in biology among Al-Azhar secondary school students. Educational Technology – Studies and Research Series, 33(10), 93–199. 10.21608/tesr.2023.331901.
El-Naggar, M. S., & Hassan, M. M. (2018). The effectiveness of using the flipped classroom according to cognitive style (tolerance–intolerance of ambiguity) in developing problem-solving skills in the mathematics course for secondary school students. Journal of Educational Technology – Studies and Research, 34, 164–235.
El-Wazir, E. I. A. (2001). The relationship between the styles of reflection and tolerance of ambiguity and some personality traits among a sample of secondary school students (Master’s thesis, Faculty of Arts, Mansoura University).
Emsley, A. (2016). Spaced Learning: A Revolution for Teaching and Training? Retrieved Jun 8, 2025, from https://mintra.com/insights-and-news/spacedlearning-revolution-teaching-and-training
Engelbrecht, J., & Redfern, D. (2020). Teaching mathematics: Problem-solving approaches in practice. Mathematics Education Research Journal, 32(2), 147-162.
Furnham, A., & Marks, J. (2013). Tolerance of ambiguity: A review of the literature. Personality and Individual Differences, 55(4), 335-345.
Garofalo, J., & Drier, H. (2022). Mathematical problem solving and learning: Strategies for success. Routledge.
Garzia M., Mangione G. R., Longo L., Pettenati M. C. (2016). Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness. REM - Research on Education and Media , 8(1), 22–37.
Gouda, S. H. (2018). Using augmented reality to develop problem-solving skills and emotional intelligence among primary school students with mathematics learning difficulties in the Kingdom of Saudi Arabia. Arab Studies in Education and Psychology Journal, 95, 23–52.
Hegarty, M., & Williams, M. (2021). Problem-solving strategies in mathematics education: The role of exclusion in cognitive reasoning. Journal of Educational Psychology, 113(3), 401-417.
Hindam, Y. H., & Gaber, G. A. (1996). Curricula: Foundations – Planning – Evaluation (8th ed.). Cairo: Dar Al-Nahda Al-Arabiya.
Ibrahim, D. A. (2011). The effect of content presentation strategies in a blended learning environment on developing and using e-learning resource development skills among pre-service teachers (Doctoral dissertation, Faculty of Education, Helwan University).
Kaddouri, M., & Ben Zahi, M. (2017). The relationship between the cognitive style of tolerance/intolerance of ambiguity and alienation among the staff of the Directorate of Youth and Sports in Tamanrasset. Afaq Ilmiya Journal, 9(2), 225–249.
Koskinen, R., & Pitkäniemi, H. (2022). Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches. International Electronic Journal of Mathematics Education. 17(2).
Lester. F., (1976). Relational understanding and instrumental understanding. Arithmetic Teacher. 26(3), 9–15.
Lotfolahi, A. R., & Salehi, H. (2016). Learners’ Perceptions of the Effectiveness of Spaced Learning Schedule in L2 Vocabulary Learning. SAGE Open. DOI: 10.1177/2158244016646148.
McLain, D. L. (2009). The MSTAT-I: A new measure of an individual’s tolerance for ambiguity. Personality and Individual Differences, 46(1), 53-58.
Mohamed, F. M. M. (2019). The effect of using the cognitive apprenticeship strategy in teaching mathematics on developing lateral thinking skills and reducing math anxiety among first-grade preparatory students. Journal of Educational and Social Studies, 27(2), 15–74.
Mohamed, R. H (2018). The effect of multi-break e-learning design pattern on developing visual memory of students with learning difficulties in science. Educational Technology – Studies and Research, 37(1), 275–339.
Mohamed, W. Y., & Hassan, O. H. (2022). Spaced e-learning (multi-interval): Concept and educational applications. Journal of Educational Technology – Studies and Research Series, 32(4), 1–28.
Polya, G. (1957). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.
Schoenfeld, A. H. (2016). Learning to think mathematically: Problem-solving, metacognition, and sense-making in mathematics. Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202 van Garderen, D. (2007). Teaching students with LD to use diagrams to solve mathematical word problems. Journal of Learning Disabilities, 40(6), 540–553.
Senior, J., & junior, J. (2021). Spaced Learning Solution in the e-Learning Environment. In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021). 2. 169-176.