The Level of the Impact of Realistic Mathematics Education on Developing Learning Motivation among Al-Jafoura Intermediate School Female Students in Dharmaa from Their Perspectives

Abstract

This study aimed to identify the level of impact of the Realistic Mathematics Education (RME) theory on developing learning motivation among middle school female students at Al-Jafoura Intermediate School in Dharmaa from their perspectives. This was achieved by examining the level of application of the Realistic Mathematics Education theory in teaching mathematics to the students from their viewpoints, identifying the level of learning motivation among the students in light of applying the Realistic Mathematics Education theory, and revealing the most prominent strengths that contribute to developing learning motivation among the students in light of applying this theory. The descriptive survey method was used. The study population consisted of all female students at Al-Jafoura Government Intermediate School in Dharmaa, totaling (21) students. The researcher distributed the questionnaire to all members of the study population. The study reached several results, most notably: the results showed that the level of application of the Realistic Mathematics Education theory in teaching mathematics among the students was high, with a general mean of (4.18 out of 5.00), indicating positive perceptions among the students regarding the teacher’s use of real-life contexts and linking mathematical concepts to their daily lives during classroom instruction. The level of learning motivation among the students in light of applying the Realistic Mathematics Education theory was also high, with a mean of (3.76 out of 5.00), reflecting the effect of this instructional approach in enhancing students’ willingness to learn mathematics and increasing their participation and interaction in classroom activities. Moreover, the most prominent strengths contributing to the development of learning motivation among the students were rated very highly, with a mean of (4.36 out of 5.00), indicating strong agreement among the students on the effectiveness of connecting mathematics to daily life, diversifying realistic activities, encouraging dialogue and collaborative work, and the teacher’s role in guidance and support.