The impact of a computerized program in developing some mathematical concepts among kindergarten children

Abstract

The current study aimed to verify the following hypotheses:
1. There are no statistically significant differences between the ranks of the members of the experimental and control groups on the scale of the mathematical concept in the pre-test.
2. There are no statistically significant differences between the ranks of the scores of the experimental and control groups on the scale of the mathematical concept after applying for the program in the post-test.
3. There are no statistically significant differences between the ranks of the experimental group members' scores on the scale of mathematical concepts between the pre and post-tests.
4. There are no statistically significant differences between the score ranks of the control group members on the scale of the mathematical concept between the pre and post-tests.
For the purpose of testing the research hypotheses, the researcher used the experimental design (the design of the experimental group and the control group with a pre and post-test). (10) children in each group, and were equalized in a variable (the academic achievement of the father, the academic achievement of the mother, and the children’s scores on the scale of the mathematical concept). A mock measurement tool was built for the mathematical concepts of the kindergarten child, and the scale consisted of (39) items with four answer alternatives (3,2,1,0), respectively. The psychometric properties of the scale were verified by extracting the apparent validity, constructive validity, and discriminatory validity of the items, and the reliability was estimated by the Vachronbach equation. The researcher used statistical methods (Pearson's correlation coefficient, T-test equation, Colmkorff-Smirnov test, Mann-Whitney test for medium-sized samples, Wilcoxon test for two correlated samples), and a training program was built that contains imaginary activities that were presented by computer and extracted The apparent honesty of the program.
The research reached the following results:
1. There are no statistically significant differences between the ranks of the scores of the two groups (experimental and control) in the pre-test.
2. There are statistically significant differences between the ranks of the scores of the two groups (experimental and control) in the post-test, in favor of the experimental group.
3. There are statistically significant differences between the scores of the two tests (pre and post) for the experimental group and in favor of the post-test.
4. There are no statistically significant differences between the ranks of the scores of the two tests (pre and post) for the control group.
The researcher reached a set of recommendations, including finding a mechanism to support computer learning in the kindergarten stage, using modern educational models in the kindergarten stage that emphasize the learner's positivity, and lead to stimulating his motivation to learn. The researcher suggests conducting an evaluation study on computer use and its relationship to the attitude toward self-learning among kindergarten children.