The effectiveness of the electronic cognitive trips strategy in acquiring historical concepts among second-year middle school female students in the social studies subject

Abstract

The current research aims to find out: the effect of the (electronic) cognitive journey strategy on the acquisition of historical concepts among second intermediate female students in the subject of history. To achieve the goal of the research, the researcher formulated the hypothesis which states that (there is no statistically significant difference at the significance level (0.05) between the average Grades of the experimental group students taught using the cognitive journeys strategy (electronic) And the average grades of the female students of the control group who are taught using the usual method of acquiring historical concepts. The research population consisted of the morning middle schools in the Directorate of Education of the Babylon Governorate. The research sample was chosen intentionally and represented by the female students of Divisions (A and C) from the middle school students. The researcher prepared a test. Objectively, to acquire historical concepts of the multiple-choice type. It consists of (60) test items, each paragraph containing four alternatives. One is correct and the other three are incorrect. The researcher reached a set of results, including: The cognitive journey strategy allowed presenting the concepts of Islamic history for the second intermediate grade in a new and interesting way, far from the usual method.