The effectiveness of a proposed strategy based on logical thinking in the achievement of first-year middle school studentsin social studies and cognitive failure

Abstract

The current research aims to identify the effectiveness of a proposed strategy according to logical thinking in the achievement of first-year middle school students in the subject of social studies and cognitive failure. The sample of the current research was determined by first-year middle school students affiliated with the Qadisiyah Education Schools affiliated with the Diwaniyah Governorate for the academic year (2024 - 2025). The selection of first-year middle school students at Muhammad Al-Baqir School for Boys was intentional, and two halls were selected from a total of four halls of first-year middle school students, one of the two groups is experimental and the other is control. The research sample amounted to (70) students, with (35) students in the experimental group, and (35) students in the control group. The researcher rewarded the two research groups in the variables of the intelligence test, chronological age, and cognitive failure test. The scale was prepared by the researcher, which is cognitive failure, which consisted of (15) paragraphs. The data were analyzed and processed statistically using the statistical program (21.SPSS.V). The results showed that the students of the experimental group who studied with the proposed strategy for logical thinking outperformed the students of the control group who studied in the usual way in Cognitive failure test, and based on the research results, the researcher recommends the necessity of adopting the logical thinking strategy in teaching social studies because of its positive effect in reducing cognitive failure among students. In order to verify the research objective, the researcher put forward the following urban hypothesis

1-There are no statistically significant differences at a significance level of (0.05) between the average scores of the experimental group students who study according to the proposed strategy for logical thinking, and the scores of the control group who study according to the usual method in achievement.

2-There is no statistically significant difference at the (0.005) level between the average scores of the experimental group students who study using the logical thinking strategy and the average scores of the control group students who study using the traditional method with cognitive failure.