The Effectiveness of Using Educational Games Strategy in Enhancing The Quality of Classroom Life and Cognitive Achievement in Teaching Psychology For Secondary Stage Students

Nakhla, Safaa Adel Atallah; Ali, Supervised By: Prof. Dr. Azza Fathi; Abdel-Wahhab, Assist.Prof.Dr. Zainab Badr

doi:10.21608/erji.2023.311764

The Effectiveness of Using Educational Games Strategy in Enhancing The Quality of Classroom Life and Cognitive Achievement in Teaching Psychology For Secondary Stage Students

Document Type : Original research article

Authors

¹ Master researcher in education - Curricula and methods of teaching psychology - Faculty of women - Ain Shams University

² Professor of curricula and methods of teaching philosophical subjects - Faculty of women - Ain Shams University

³ Assistant Professor of curricula and methods of teaching philosophical subjects - Faculty of women - Ain Shams University

10.21608/erji.2023.311764

Abstract

Objective of the research: Investigating the effectiveness of using educational games strategy in enhancing the quality of classroom life and cognitive achievement in teaching psychology for secondary stage students.
Research Methodology: The analytic descriptive approach and the experimental approach.
Research Sample: A group of 60 male and female 2nd year secondary students who study psychology at Al-Khalifa Mamoun official secondary language school 2022-2023, were formed as a research sample and were divided as 30 students for the experimental group and the other 30 for the control group.
Research Tools: This research used the following tools:
Experimental tools: Teacher's guide and Student's worksheets by using educational games strategy. (Prepared by the researcher).
Measurement tools: the quality of classroom life scale and the cognitive achievement test. (Prepared by the researcher)
The Result of the Research:
-There was a statistically significant difference at the level of significance (0.05) between both of the average scores of the experimental group and the control group students in the post measurement of the quality of classroom life scale in favor of the experimental group students.
-There was a statistically significant difference at the level of significance (0.05) between both of the average scores of the experimental group and the control group students in the post measurement of the cognitive achievement test in favor of the experimental group students.

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