نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
This study aimed to investigate the effect of imagery-based instruction on the retention of mathematical concepts and content among students. The research employed a quasi-experimental design with a pretest-posttest and a control group, along with a two-week follow-up assessment. The study population included 10th-grade students from districts one and two of Zahedan during the 2022–2023 academic year. A total of 80 students were selected through convenience sampling and randomly assigned to experimental and control groups, each consisting of 20 girls and 20 boys.
Initially, a pretest was administered to assess the baseline knowledge of both groups. The experimental group received instruction using mental imagery techniques, whereas the control group was taught through conventional methods. After the instructional period, a posttest was administered, followed by a retention test two weeks later to evaluate the long-term retention of mathematical concepts. Data were analyzed using SPSS version 24, employing paired sample t-tests and analysis of covariance (ANCOVA), with a significance level set at 0.05.
The results of the paired t-tests showed a significant increase in posttest and follow-up scores in the experimental group compared to the pretest (p < 0.05), while no significant changes were observed in the control group. Furthermore, ANCOVA results confirmed the significant and positive effect of imagery-based instruction on the retention of mathematical concepts (p < 0.001).
کلیدواژهها English
