A Proposed Strategic Effectiveness Based on the Entrance of Situational Learning in the Development of Cognitive Immersion among Fifth Grade Literary Students in Philosophy and Psychology
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Abstract
In this study, the researchers followed the descriptive method and the experimental method, The research sample was represented by fifth grade literary students and was selected in a random manner, where Al-Shaima Preparatory School was chosen to represent the experimental group, which numbered (31) students and secondary school to represent the control group, which numbered (32) students in the Al-Dawr district / the role education department of the Directorate of Salah al-Din Education. The researchers were promised a research tool that represents the cognitive exaption test and consists of (12) test paragraphs, and the truth, consistency and distinction of the research tool were confirmed. The two researchers used some appropriate statistical methods, such as the T test for two independent samples, the Ki square of the Krunbach alpha equation, the difficulty coefficient and the discrimination coefficient. After collecting and processing the data statistically, the results show a statistically significant difference at the significance level of (0.05) between the averages of the research group in the cognitive imption test, and for the benefit of the experimental group, as well as the existence of a statistically significant difference at the significance level of (0.05) between the averages of the research groups in the tribal and post-tests of cognitive approption and in favor of the post-test. It has been found that there is an effectiveness of the proposed strategy based on the entrance of positional learning to the development of cognitive absorption among fifth grade literary students. In light of these results, the researchers concluded a number of conclusions, recommendations and proposals.
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