Descrizione principale (Inglese)

The effect of the digital stories strategy on the achievement of fifth-grade primary school students in social studies Message extract The research aims to know the impact of the digital stories strategy on collection Fifth grade students in social studies via verification The following null hypothesis: There is no statistically significant difference at the level of significance (0.05) between the average achievement scores of the experimental group students who study social studies according to the digital stories strategy and the average achievement scores of the control group students who study the same subject according to the usual method. To verify the research hypothesis, the researcher chose a design Experimentally with partial control. The current research population represented fifth-grade primary school students in primary day schools for boys affiliated with the General Directorate of Education of Dhi Qar Governorate/Shatra Education Department, for the academic year (2023-2024), which numbered (39) schools, as the researcher applied the research experiment to A sample which was randomly selected from the students of the fifth grade of primary school at Badr Al-Kubra School for Boys. In the same way, a group (B) was chosen to represent the experimental group, numbering (32) students, which was taught according to the digital stories strategy, and a group (A) was chosen to represent the control group, which was taught according to the method of regular school, numbering (33) students. After statistically excluding the students who failed for both groups, the total number reached (60) students The researcher rewarded the students of the two research groups (control and experimental) in a number of variables that may affect the results of the experiment, including (the chronological age of the students calculated in months, intelligence test scores, parents’ academic achievement, first semester grades. The researcher determined the scientific subject to be taught to the students of the two research groups (control and experimental) during the experiment, which included the historical topics included in the first three chapters of the second unit of the social studies subject scheduled to be taught in the second semester of the academic year (2023-2024) by the Ministry of Education. The researcher formulated (100) behavioral goals that included the first three levels of Bloom's classification of the cognitive field (knowledge, understanding, application). He prepared teaching plans for the two research groups, with (30) plans for the control group according to the traditional method and (30) plans for the experimental group according to the digital stories strategy. Examples of study plans were presented to a group of arbitrators who are experts in history, methods of teaching history, measurement, and evaluation, to express their opinions on their suitability. The researcher prepared a post-achievement test consisting of (50) objective test items of the (multiple choice) type. Its validity, stability and all its psychometric properties were verified. To analyze the results, the data was collected and then processed statistically through the statistical package (SPSS), and after analysis Statistically speaking, the researcher reached the following result There is a statistically significant difference at the significance level (0.05) between the average scores of the experimental group and the average scores of the control group when applying the post-achievement test, in favor of the experimental group that was taught according to the digital stories strategy instead of the usual method. In light of the research results, the researcher recommended the following: 1- Adopting the digital stories strategy in teaching social studies for the fifth grade of primary school to raise the level of academic achievement in it. 2-Including the strategy of digital stories in the preparation of social studies teachers in institutes and colleges of education for the humanities. 3-Holding workshops and seminars on the importance of using digital stories in teaching social studies, and learning about how to use them and their importance. 4-Preparing training courses for teachers by those in charge of the education process on how to design, prepare and implement digital stories in teaching social studies.