The effect of using Vygotsky’s strategy on the achievement of fourth-grade science students in mathematics and their acquisition of mathematical concepts.
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Abstract
This research aims to determine the impact of using Vygotsky's strategy, derived from the social and constructivist learning theory, on the academic achievement of fourth-grade science students in mathematics, as well as on their acquisition of mathematical concepts. The researcher adopted an experimental design that included two groups:
Experimental group: taught using Vygotsky's strategy Control group: taught using the traditional conventional method The research tools consisted of An achievement test to measure academic performance A mathematical concepts test to assess students' acquisition of fundamental concepts
After implementing the experiment and analyzing the data statistically, the results showed that: Students who were taught using Vygotsky’s strategy achieved higher scores in both tests compared to students in the control group.
The strategy contributed to activating collaborative learning and fostering a deeper understanding of mathematical concepts through social interaction and guided support (from the teacher or more advanced pee).
In light of the research results, several conclusions were drawn. Based on these findings and conclusions, a number of recommendations were proposed, along with suggestions for further studies.
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