THE EFFECT OF LEGO EDUCATION ON STUDENTS’ SOCIAL AND PROBLEM-SOLVING SKILLS

Abstract

Educating children is mainly aimed at fully developing their characters as well as superior values. Therefore, the need for novel pedagogical technologies to enhance students' problem-solving abilities in the context of social interactions is strongly felt more than ever before. The present study sought to evaluate the effect of LEGO education technology on social skills and problem-solving abilities among 11-year-old students in a Tehran province. For this purpose, in a quasi-experimental study, with a pre-test and post-test design, the number of 25 students (13 female and 12 male students) were selected via a representative sampling method from all schools in the province of Tehran province who received LEGO Education, and its social component skills which include the subscale of cooperation, decisiveness, and restraint; these components were measured using the Gresham and Elliott Master's Skill Assessment Scale, while the problem-solving in this study was assessed using the Heppner-Patterson test, which includes three subscales of personal control, attachment-avoidance, and feeling of being adequately measured. The findings demonstrated that students’ social skills and problem-solving skills increased significantly in the post-test. It was concluded that LEGO education technology had a positive effect on its social skills and its subscales, as well as its problem solving and subscales.