A doctoral thesis in the Department of Educational Psychology/College of Education for Humanities, University of Basra, examined ((A proposed educational program based on the integrative approach in classroom management and its impact on cognitive achievement and psychological prosperity))
The thesis presented by the student Ashjan Aryan Khalaf aimed to build a proposed educational program based on the integrative approach in classroom management that contributes to raising the level of cognitive achievement in the subject of social studies and psychological prosperity among fifth grade primary school students. To achieve this goal, the researcher developed the following two hypotheses:
The first hypothesis: There are statistically significant differences at a significance level of (0.05) between the average scores of the students of the experimental group who studied the subject of social studies within the educational program, and the average scores of the students of the control group who studied the subject of social studies in the traditional way in the post-test of cognitive achievement in favor of the members of the experimental group.
The second hypothesis: There are statistically significant differences at a significance level of (0.05) between the average scores of the experimental group students who studied social studies in the educational program, and the average scores of the control group students who studied social studies in the traditional way in the post-test of psychological prosperity in favor of the experimental group members.
To achieve the research objectives, the researcher followed the procedures of the two descriptive approaches to what the research requires in terms of tools to collect the information and data necessary for the current research, and also used the quasi-experimental approach with partial control for two equivalent samples, where the researcher built a proposed program based on the integrated approach in classroom management to apply it to the experimental group for the current research, and built an achievement test to apply it to the research sample members, numbering (52) students from the fifth grade of primary school for the experimental and control groups after completing the application of the educational program prepared by the researcher for that purpose.
The study reached the following results: The educational program was able to raise the percentage of academic achievement in the social studies subject, as the results proved the existence of statistically significant differences at the significance level (0.05) between the experimental group that studied the social studies subject in the fifth grade of primary school using the proposed program, and the control group that continued to study the same subject in the traditional way in favor of the members of the experimental group. The program was also able to raise the level of psychological prosperity among fifth grade primary school students, as the results showed the existence of statistically significant differences at the significance level (0.05) between the experimental and control groups in the level of psychological prosperity in favor of the experimental group
