ESP-3876

Published

2025-07-08

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Vol. 10 No. 7 (2025): Published

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Research Articles

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Copyright (c) 2025 Miri Abdzaid Abdulhussein, Mohammed Tuama Kadhim Al Hamad, Mudhar Sabah Abd Jabir

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How to Cite

Miri Abdzaid Abdulhussein, Mohammed Tuama Kadhim Al Hamad, & Mudhar Sabah Abd Jabir. (2025). The effect of visual thinking strategy on the achievement of history department students and their academic self-efficacy. Environment and Social Psychology, 10(7), ESP-3876. https://doi.org/10.59429/esp.v10i7.3876

The effect of visual thinking strategy on the achievement of history department students and their academic self-efficacy

Miri Abdzaid Abdulhussein

University of Al Qadisiyah, College of Arts, Department of Psychology. Diwaniyah,52008, Iraq

Mohammed Tuama Kadhim Al Hamad

University of Al Qadisiyah, College of Education, Department of History. Diwaniyah, 58002, Iraq.

Mudhar Sabah Abd Jabir

Al-Furat Al-Awsat Technical University ,Technical Institute of Kufa, Department of Autism Spectrum Techniques, Kufa,54002, Iraq


DOI: https://doi.org/10.59429/esp.v10i7.3876


Keywords: visual thinking strategy; academic self-efficacy; History department students

Abstract

The current research aims to identify the effect of the visual thinking strategy on the achievement and academic self-efficacy of history department students. To achieve the research objectives, two null hypotheses were formulated that “there are no statistically significant differences at a significance level of (0.05) between the average scores of students in the experimental group who study the subject according to the visual thinking strategy, and the average scores of the control group who study the same subject using the traditional method, on the achievement test”, and “there are no statistically significant differences at the level of (0.05) between the average scores of the students in the experimental group who study the subject according to the (visual thinking) strategy and the average scores of the students in the control group who study the same subject in the usual way in the academic self-efficacy test.”

The research involved third-year students from the History Department at the College of Education at Al-Qadisiyah University for the first semester of the 2024-2025 academic year. The sample consisted of 65 male and female students, with 32 in the experimental group and 33 in the control group. The study used two research tools: an achievement test and an academic self-efficacy test. The results showed that students in the experimental group who used the visual thinking strategy outperformed those in the control group who used the traditional method. The researchers recommend adopting the visual thinking strategy in teaching Iraqi Regional Geography due to its positive impact on academic achievement and self-efficacy among students.

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