فاطمه همتی

Abstract

This research was conducted with the aim of investigating the impact of electronic project-based learning strategy on the executive functions of the fifth grade students in the science course. The method used is a quasi-experiment of pre-test-post-test type with a control group. The statistical population includes all fifth grade students of Tehran city who studied in the academic year of ۱۴۰۲-۰۳. Using available sampling method, ۳۶ students were selected, ۱۸ students were randomly assigned to the experimental group and ۱۸ students were assigned to the control group. The data collection tool was the software version of Wisconsin cards and Tower of Hanoi. The experimental group has completed ۹ project-oriented training sessions on the electronic platform, one of which was to teach how to work with the teaching environment and how to submit assignments on the electronic platform. In order to check the changes, a pre-test was performed on both groups before the intervention, and a post-test was taken from both groups after the intervention. To analyze the research data, statistical methods were used at two descriptive levels (mean and standard deviation) and inferential (analysis of covariance test). The result of covariance analysis showed that there is a statistically significant difference between the experimental and control groups in the planning variable (P<۰.۰۵), but there was no statistically significant difference between these two groups in the cognitive flexibility variable (P>۰.۰۵). As a result, the strategy based on the electronic project does not have a significant effect on increasing the students' cognitive flexibility. But it has had a significant impact on increasing students' planning.

Keywords: project-based, electronic project (E-PjBL), executive functions, cognitive flexibility, planning