The Effective of game-based math education on the social skills and academic self-efficacy of preschoolers, and first and second bases through flipped learning, and model presentation

Abstract

The purpose of this study was to investigate The effect of game-based math education on the social skills and academic self-efficacy of preschoolers, and first and second bases through flipped learning. This study was cross-sectional in terms of purpose, time of data collection, and Solomon's method in terms of method. The statistical population was preschool students. 40 people were selected by multi-stage cluster random sampling and divided into 4 groups (2 experimental and 2 control groups). Starmath game training was performed during 27 sessions (two sessions per week). The Talk and Trend Social Skills Questionnaire (2014) and the Jings and Morgan Academic Self-efficacy Questionnaire (1999) were used. The results of Kruskal-Wallis H, Mann-Whitney U and Wilcoxon tests showed that in the between groups study, the increase of social skills and its components were all observed, and in the within groups study, the ineffectiveness of the talent component was observed. In the between groups study of academic self-efficacy, an increase of all cases except the component of cooperation was observed, and in the within groups study, an increase of all cases except the communication component was also observed. Thus, Starmath training increases the social skills and self-efficacy of preschool students.

Keywords

• social skills
• academic self-efficacy
• game-based math education
• starmath
• preschool student