A Hypermedia-Supported program and its effect on developing historical reasoning skills among first year secondary school students

Document Type : Original Article

Authors

1 PhD researcher, Curricula & Teaching Methods of History department, Faculty of Education , Tanta University ,Egypt

2 Professor of Curricula and methods of teaching history, Faculty of Education , Tanta University, Egypt

Abstract

This study investigated the effect of a hypermedia-supported program on developing historical reasoning skills among first-year secondary school students in Egypt. A quasi-experimental design with an experimental group (n=30) receiving instruction through the hypermedia program and a control group (n=30) receiving traditional instruction was employed. Historical reasoning skills were assessed across six components: asking historical questions, using sources, contextualizing, using evidence and arguments, using historical concepts, and using meta-historical concepts. Results from independent samples t-tests revealed the experimental group significantly outperformed the control group on all components and overall historical reasoning skills (p<.01). The findings suggest integrating hypermedia, which combines multimedia elements with interactive and non-linear navigation, can enhance secondary students' ability to critically analyze historical sources, contextualize events, construct evidence-based arguments, and apply key historical concepts. This supports leveraging technology-enabled, student-centered approaches aligned with multimedia learning theory and constructivist pedagogies to foster historical reasoning competencies vital for developing nuanced understandings of the past. Implications for educational technology implementation in history curricula are discussed.

Keywords

Article History

Receive Date: 2023/12/6

Revise Date: 2024/2/28

Accept Date: 2024/3/14

Publish Date: 2024/3/15

 Creative Commons NonCommercial license - Wikipedia

Articles on International Journal of Instructional Technology and Educational Studies (IJITES) website are published under the Creative Commons license (CC BY-NC 4.0).

https://creativecommons.org/licenses/by-nc/4.0/

Committee on Publication Ethics (COPE) GUIDELINES ON GOOD PUBLICATION PRACTICE | Farname Inc.

Articles on International Journal of Instructional Technology and Educational Studies (IJITES) website are published under the Guidelines on Good Publication Practice Committee on Publication Ethics (COPE) 

https://publicationethics.org/guidance/Guidelines

 

Files

Share

How to cite

Statistics