The effect of constructivist environmental group educational games on positive and cooperative self-concept in elementary school

الموضوعات :

Seyyedeh Esmat Rasouli ¹ , Hakimeh Kabirinasab ² , Abbas Nasimi ³ , Zahra Aalami ⁴

1 - Department of Curriculum Planning, Sari Branch, Islamic Azad University, Sari, Iran
2 - Department of Educational Management, Tonekabon branch, Islamic Azad University, Tonekabon, Iran
3 - Department of Educational Management,tonekabon branch, islamic azad university, tonekabon, iran
4 - Department of Educational Science, Sari Branch, Islamic Azad University, Sari, Iran

تاريخ الإرسال : 03 الأربعاء , صفر, 1446 تاريخ التأكيد : 14 الأحد , جمادى الثانية, 1446 تاريخ الإصدار : 25 الإثنين , ذو الحجة, 1445

الکلمات المفتاحية: group educational games, constructivist learning environment, positive self-concept, cooperative learning,

ملخص المقالة :

Introduction: The purpose of this study was to investigate the effect of group educational games based on a constructivist learning environment on positive self-concept and cooperative learning in second-grade female students in the second district of Sari.

Methodology: The present study was a semi-experimental study with a pre-test and post-test design. The statistical population consisted of all female students in the second year of elementary school in District 2 of Sari city, which numbered 4000 people. 30 students were selected purposefully and randomly assigned to two experimental and control groups (15 students in each group). To collect data, two self-concept questionnaires were used: The Pierce-Harris (1969) and the Johnson et al. (1999) Collaborative Learning Questionnaire, the validity of which has been confirmed in various studies, and the reliability of the two questionnaires was determined to be 0.78 and 0.88, respectively. Multivariate analysis of covariance was used to analyze the data.

Findings: The results showed that all multivariate tests indicated the significance of the variance of the interaction factor of group and repeated factor (for example, the value of the Pillai effect is 0.72 (F2,30=32.287 P<.01). Considering the effect size of 0.72, it is clear that the effect of group educational game sessions based on a constructivist learning environment on positive self-concept and cooperative learning in second-year elementary school students in the sari district is strong.

المصادر:

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