Neutrosophic psychology in playful spelling learning: Understanding cognitive and emotional dynamics in spelling competence

Abstract

The problem explored in this article is spelling ability of 3rd year students of Basic General Education and how neutrosophic psychology can enhance spelling rules through playful teaching. Spelling is an essential component of presenting one's thoughts formally and non-verbally; unfortunately, without motivation and without dynamic approaches, spelling becomes complicated. The problem is observed in problems of the contemporary educated world as (positional) writing is formalized, and the requirements of language standards always should be met, which means logic and causation should be added for future endeavors of logical thinking and orientations by the public. Thus, similar research exists regarding playfulness, however, none exist which focus upon the problem via neutrosophic psychology--a psychology which embraces uncertainty and psychosocial transformation of learning. Thus, the purpose of the research is to investigate the problem via quasi-pedagogical experimental research, teacher semi-structured interviews and observations in class. Neutrosophic psychology serves as the model throughout to organize what became certain/uncertain and learned from engaging in spelling activities playfully; also, a quasi-experimental pretest/posttest with control and experimental groups was rendered. Empirical results suggest significant achievement in spelling ability which was not only captured in writing but motivated with increasing scholars' autonomy. Thus, the significance of this research reaches theoretical and practical realms for a new perspective of improving spelling ability promoted by neutrosophic psychological learning transformations gives dynamic, caring educators new avenues in sustainably constructively compiling spelling experiences dedicated to the individual.