The Effect of Applying Virtual Tours in Teaching History on Acquiring Self-Learning Skills: Ninth Grade Female Students in Jordan

Authors

DOI:

https://doi.org/10.35516/edu.v50i3.2128

Keywords:

Virtual tour, Self-learning skills, history, 9thgrade female students

Abstract

Objectives: This study aimed to reveal the effect of applying virtual tours in teaching history on aquring self-learning skills among 9thgrade female students in Jordan.

Methods: This study employed an experimental method and quasi-experimental design, using a purposive sample of 55 9th-grade female students from the National Leaders Academy in the 4th Amman district. The sample was divided randomly into two groups: an experimental group (28 students) and a control group (27 students). A valid and reliable self-learning skills scale was used. The experimental group learned the third unit, "Jordan history and civilization in the Ayyubid and Mamluk eras," through immersive virtual tours featuring 3D images, audio, historical texts, and video clips. The control group received traditional instruction. The self-learning scale was administered before and after the unit, and analysis of variance (MANCOVA) compared the groups' learning skill scores.

Results: The study revealed a statistically significant effect at the level of (α = 0.05) of applying virtual tours on the acquisition of self-learning skills among the 9thgrade female students in Jordan.

Conclusions: The study recommends applying virtual tours in teaching history to improve the acquisition of self-learning skills for 9thgrade students, designing virtual trips and including it in social studies curricula and textbooks, and training social studies teachers on how to design, implement and evaluate virtual trips in the classroom.

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References

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Published

2023-10-22

How to Cite

Aldanadnah, S., & Talafha, H. A. A. . (2023). The Effect of Applying Virtual Tours in Teaching History on Acquiring Self-Learning Skills: Ninth Grade Female Students in Jordan. Dirasat: Educational Sciences, 50(3), 33–47. https://doi.org/10.35516/edu.v50i3.2128

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Section

Articles
Received 2022-08-31
Accepted 2022-11-07
Published 2023-10-22