شبكة المعلومات العربية التربوية

The present study aims at verifying the following hypotheses: Firstly, there were not statistically any significant difference among the grade levels of the experimental and controlled groups in the mathematical concepts scale in the pretest. Secondly, there were not statistically any crucial dissimilarity among the grade levels of the experimental and controlled groups in the mathematical concepts scale after applying the program in the posttest. Thirdly, there were not statistically any key difference among the scores of the experimental group members in the mathematical concepts scale between the pre- and post-tests. Fourthly, there were not statistically any major distinction among the scores of the controlled group members in the mathematical concepts scale between both tests. To check the hypotheses, the researcher used the experimental design (the experimental group and the controlled group design with pre- and post-tests). A sample of 20 boys and girls, aged 4 years, has been selected and were distributed randomly into two groups: experimental group and controlled one, 10 in each. The parity between them was variable (the academic achievement of the father, the academic achievement of the mother, level of children on the basis of their mathematical understandings). Moreover, a 39-item assessment scale (with a four-option answer: 0, 1, 2, 3 respectively) has been set up to measure kindergarteners’ mathematical concepts. It was extracted from Elsa Komitrih scale, to derive virtual honesty, sincerity, honesty discriminatory for the items, and assess its stability Alvakronbach. The researcher used the statistical means (Pearson correlation coefficient, T-test, Colmcorp-Smirnoff test, Man-Whitney test, Wilcocen test) A training program was created that contains visual activities presented through the computer, and the program's apparent honesty was extracted The research results are as follows: First, there were not statistically any significant difference among the grades of the two groups (experimental and controlled ones) in the pretest. However, there were statistically distinct differences among the grades of the two groups which was in the benefit of the experimental group. Furthermore, there were statistically crucial dissimilarity among the grades of the two tests of the experimental group which was in the benefit of post-test. The fourth outcome was that there were not any statistically key difference among the scores of both tests of the controlled group. The researcher reached a number of recommendations, including: finding a mechanism to support computer learning in the kindergarten stage, using modern educational models in the kindergarten stage that emphasizes the learner's positive and lead to stimulate his motivation to learn. The researcher suggests conducting an evaluation study on the use of the computer and its relationship to the direction towards self-learning in kindergarten. (Published Abstract)