Abstract

Objectives: This study aimed to identify the effectiveness of using mathematical procedural techniques in developing procedural fluency skills among second-year secondary school students. Methods: The study employed an experimental approach with a quasi-experimental design based on two groups: experimental and control. It utilized pre- and post-testing self-administration. The study sample consisted of two equivalent groups of second-year secondary school students from the 23rd Secondary School in the Madinah region. The sample comprised 60 students: 30 in the experimental group and 30 in the control group. Results: The study yielded several key findings, most notably: a statistically significant difference (alpha <= 0.05) between the mean scores of the experimental and control groups on the post-test of procedural fluency skills in all its sub-skills, as well as the overall test score, favoring the experimental group. Furthermore, the adjusted gain values for all procedural fluency skills were found to be greater than Black's threshold of 1.2, indicating that the use of mathematical procedural techniques is highly effective in developing all skills. Conclusions: The study recommended conducting further research on the effectiveness of mathematical procedural techniques on academic achievement in relation to various dependent variables, such as attitudes, values, achievement motivation, and retention of learning, as well as examining their outcomes across other educational stages.