The Effect of a Web-Based Collaborative Learning Strategy on the Academic Achievement of Fourth-Grade Humanities Students in Material History

Abstract

This study aims to investigate (The Effect of a Web-Based Collaborative Learning Strategy on the Achievement of Fourth-Grade Humanities Students in Material of History). To achieve this objective, the researcher employed an experimental approach with a partially controlled design, using a post-test for two groups: an experimental group and a control group. The research sample consisted of (60) fourth-grade humanities students from schools under the Diyala Directorate of Education, selected using simple random sampling, with (30) students in the experimental group and (30) in the control group. The experimental group studied material of history using a Web-based Collaborative Learning Strategy, while the control group studied the same subject using traditional methods. The researcher prepared an achievement test consisting of (35) items (25 multiple-choice and 10 essay questions), and its validity and reliability were verified. The results showed that the experimental group outperformed the control group on the post-test, leading to the rejection of the null hypothesis. This superiority was attributed to the strategy’s effectiveness in increasing student engagement, involving them in the learning process, and providing a stimulating learning environment. The researcher also recommended the use of the web-based collaborative learning strategy in history instruction, the establishment of training courses for teachers, and providing the necessary technological infrastructure in schools.