TY - JOUR
AU - Fouad Jawad, Lina
AU - Kadhim Raheem, Muayad
AU - Hassan Majeed, Ban
PY - 2021/06/18
Y2 - 2022/01/22
TI - The Effectiveness of Educational Pillars Based on Vygotsky's Theory in Achievement and Information Processing Among First Intermediate Class Students
JF - International Journal of Emerging Technologies in Learning (iJET)
JA - Int. J. Emerg. Technol. Learn.
VL - 16
IS - 12
SE - Papers
DO - 10.3991/ijet.v16i12.23181
UR - https://online-journals.org/index.php/i-jet/article/view/23181
SP - pp. 246-262
AB - The aim of the research is to identify the effectiveness of the educational pillars strategy based on Vygotsky's theory in mathematical achievement and information processing of first-grade intermediate students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught traditionally and the other experi-mental taught according to the educational pillars strategy. The research sample consisted of (66) female students from the first intermediate grade, who were inten-tionally chosen after ensuring their equivalence, taking into account several factors, most notably chronological age and their level of mathematics, and they were dis-tributed equally into two groups, one experimental and the other control. The re-search tools were represented in the teacher's handbook for the application of the educational pillars strategy, the achievement test in mathematics, and the test of information processing skills. The researchers applied the experiment in the first semester of the (2019/2020) academic year. One of the researchers taught the ex-perimental group by applying the educational pillars strategy, while the control group studied according to the usual method. The mathematical achievement test and the data processing skill test were applied to the experimental and control re-search groups, and then the data necessary for statistical analysis and access to results were obtained. The results showed that there were statistically significant differences between the mean scores of the two groups and control groups in the mathematical achievement test. There were also statistically significant differences between the mean scores of the two groups on the test of the skill of information processing, and the size of the effect was calculated by describing a function of the effectiveness of the strategy on the two independent variables (mathematics achievement, information processing), as it became clear that the educational pillars strategy based on Vygotsky's theory has great effectiveness. On mathematics achievement and on developing students' information processing skills
ER -