THE EFFECT OF THE TPACK MODEL ON DEVELOPING COGNITIVE AGILITY AMONG FIFTH –GRADE LITERARY FEMALE STUDENTS IN HISTORY
DOI:
https://doi.org/10.18623/rvd.v23.5672Keywords:
TPACK Model, Cognitive Agility, History Education, Quasi-Experimental Design, Secondary School StudentsAbstract
Thus, the aim of the current study is to find out the impact of the TPACK model on the development of cognitive agility in the fifth-grade literary female students in history. The researcher used a quasi-experimental design with a post-test application. in two groups, namely an experimental group and a control group to achieve the research objective. The sample chosen for the experiment was deliberate through the Al-Tahrir Secondary School for Girls, which is affiliated with the General Directorate of Education in Diyala. Two classes in the same level were selected using simple random selection: Section (A) as the experimental group which taught based on TPACK model, and Section (B) as the control group which taught using the traditional method. Two groups had 30 students each; hence the sample of two groups of 30 female students, a total of 60 students. In this study, the researcher made the two groups equivalent in many variables such as Parents' educational level, students chronological age in term of months, history scores of previous grade (2024 - 2025), scores of mental ability test (Henmon-Nelson) and prior knowledge test. The implementation of the experiment occurred in the first semester of the academic session 2025–2026. The researcher had prepared the research tool symbolized by the cognitive agility scale that contained 30 items. Following confirmation of its validity and reliability, the scale was used on the research sample. The researcher used the SPSS software package to process the data for the purpose of statistical analysis. The results also showed that there was a statistically significant difference between the mean scores of the experimental and control groups at the significance of 0.05 in the cognitive agility variable, in favor of the experimental group that studied history according to the TPACK model. Based on these findings, the researcher made some conclusions, recommendations, and suggestions. Conclusions 1. The TPACK framework increased cognitive agility, especially when creating flexible thinking and processing unique information through multiple strategies. 2. The application results showed that when technology is integrated into history lessons, students understand the concept more and do not just learn historical facts by heart. Recommendations 1. Providing a space for teachers to share their experiences with TPACK and best practices in professional learning communities. 2. Focusing more on making history curricula more interactive and part of the learner’s digital ecosystem. Suggestions 1.Having further research that examines the effect of TPACK model in other dependent variables including creativity or critical thinking. 2. Implementation of the program at various stages of education to see its impact at different stages of education.
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