أثر استراتيجيتي معالجة المعلومات والتخيل التعليمي الموجه في التحصيل وتنمية التعاطف التاريخي لدى طالبات الصف الخامس الادبي في مادة التاريخ

Abstract

The current research aimed to investigate the impact of information processing strategies and guided educational imagination on academic achievement and the development of historical empathy among fifth-grade literary female students in history for the academic year 2023 – 2024.

The study population consisted of fifth-grade literary female students in the General Directorate of Education in Diyala Governorate, with a total sample size of (50) students. Of these, (25) students formed the experimental group that studied history using the information processing and guided educational imagination strategies, while (25) students constituted the control group that studied using the conventional method.

The researcher utilized an experimental approach and developed a historical empathy scale consisting of (30) items distributed across four dimensions: historical empathy as strength, historical empathy as action, historical empathy as achievement and historical empathy as inclination or readiness

The scale's validity and psychometric properties were verified, and the reliability of the items was found using Cronbach's alpha, which reached (0.85).

The experiment was conducted in the first semester of the academic year (2023-2024). Statistical methods indicated that the experimental group, which studied using the information processing and guided educational imagination strategies, outperformed the control group in developing historical awareness.

Based on the results, the researcher formulated a set of conclusions, recommendations, and suggestions