The effectiveness of Vygotsky's generative learning strategy in building concepts at the level of achievement and retention of learning impact in the teaching strategies course for fourth-year female students majoring in child education
DOI:
https://doi.org/10.59759/educational.v4i3.1081Keywords:
Vygotsky's Strategy, Generative Learning, Achievement, Learning Retention, Child EducationAbstract
This research aimed to investigate the effect of the generative learning strategy on constructing concepts to improve the achievement level of female students majoring in child education in the teaching strategies course, compared to the traditional method. The research sample consisted of (48) female students in the second semester of the academic year (2024-2025). The experiment was randomly assigned to two equal groups: a control group (19) student who studied according to the traditional method, and an experimental group (29) student who studied according to Vygotsky's generative learning strategy. The number of test items was (50) multiple-choice items. The research results revealed statistically significant differences between the average scores of the sample members on the achievement test in favor of the experimental group. The results also demonstrated the presence of an effect size for the persistence of the learning effect. In light of the results, the research recommended the use of Vygotsky's generative learning strategy in constructing and generating concepts in the teaching strategies course for female students majoring in child education.
Keywords: Lev Vygotsky's strategy, generative learning, achievement, learning retention, teaching strategies.
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