Effectiveness of a Proposed Model Based on Cognitive Traits Theory in Achieving History and Geography Subjects for Fourth Literary Grade Students and Their Sustainable Thinking

Abstract

Abstract

The study aims to investigate the effectiveness of a proposed model based on cognitive traits theory in enhancing the achievement of history and geography subjects among fourth-grade literary students and in developing their sustainable thinking. The researcher employed two main methodologies: the descriptive approach for constructing the teaching model, and the quasi-experimental approach. The research sample consisted of 59 students from the fourth literary grade at the Science Secondary School in Diwaniya City. The experiment was conducted during the first semester of the academic year 2024-2025. The experimental group was taught history and geography using the proposed model, while the control group was taught using traditional methods. After administering achievement tests in history and geography and a sustainable thinking test, ensuring their psychometric properties, the results showed that the experimental group outperformed the control group in all achievement tests and the sustainable thinking scale prepared by the researcher. The researcher concluded that the proposed educational model proved effective in raising students' achievement levels in history and geography, as well as in enhancing their sustainable thinking. The researcher also recommended implementing the proposed cognitive traits model in teaching history and geography in middle and secondary schools, in addition to organizing training courses for teachers to familiarize them with modern teaching models and strategies aimed at developing thinking skills. The researcher suggested studying the impact of the cognitive traits model on other variables such as mind habits, critical thinking, guided thinking, and standard thinking.