The effect of the imaginative learning strategy on the desire to learn and cognitive motivation in science for fifth grade primary school girls

Abstract

     The research aims to reveal the effect of the imaginative learning strategy on the desire to learn and cognitive motivation in science among fifth grade primary school students. To achieve this, two hypotheses were formulated:

1- There is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who studied the prescribed material using the imaginative learning strategy and the control group students who studied the same material using the usual method for the desire to learn in science.

1-There is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who studied the prescribed material using the imaginative learning strategy and the control group students who studied the same material using the usual method in cognitive motivation in science.To achieve the research hypotheses, the experimental approach was followed and the design with partial control was chosen. Al-Naseem School was chosen randomly. After choosing Section (C) to represent the experimental group, which consists of (29) students and no student failed, and Section (B) to represent the control group, which consists of (29) students after excluding one student who failed. The researcher relied on the first three levels of Bloom’s taxonomy (knowledge - understanding - application) in formulating the behavioral objectives, which consisted of (95) behavioral objectives. She prepared daily teaching plans, the number of which amounted to (32) teaching plans for the experimental and control groups, with (16) teaching plans for each.Before starting to apply the experiment, the researcher conducted the equivalence between the two groups in the following variables: (chronological age calculated in months, parents' achievement, intelligence, scale of desire to learn, scale of cognitive motivation), and the researcher identified the scientific material from the science book prescribed for fifth grade primary school students, which is a subject taught during the first semester of the academic year (2023-2024). The study material included the first and second units of the science book. To verify the research objectives, the researcher adopted the scale of desire to learn prepared by (Al-Feel 2019), which consists of (27) paragraphs distributed over the following determinants (self-determinants, social determinants, educational determinants). The researcher built a scale of cognitive motivation consisting of (28) paragraphs distributed over the areas of cognitive motivation, which are (curiosity, discovery, exploration, desire to read and ask questions). The two tools were validated by presenting them to a group of experts and arbitrators, and then they were applied to a survey sample to ensure the clarity of the paragraphs and the extent of the time taken To answer the two scales, and after preparing two tools with validity and reliability, one of them to measure the desire to learn and cognitive motivation, and after applying the experiment to the final research sample, the two tools were applied in their final form and after correcting the forms and emptying the data and analyzing it in light of the SPSS program, and the researcher relied on the (T-test) for two independent samples in processing the data statistically, because the distribution of the two research samples was moderate. The results showed the superiority of the experimental group students who studied according to the imaginary learning strategy over the control group students who studied according to the usual method in the variables of desire to learn and cognitive motivation. In light of this, recommendations and suggestions were made.