The Impact of Problem-Solving Strategies on the Achievement of Second-Year Intermediate Students in Social Studies and the Development of Their Metacognitive Thinking in Artificial Intelligence
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Abstract
This study aimed to identify the impact of problem-solving strategies on the achievement of second-year intermediate students in social studies and the development of their metacognitive thinking skills related to artificial intelligence applications. To achieve the research objectives, the researcher adopted an experimental design with two groups (experimental and control) and pre- and post-tests.
To achieve the current research objective, the researcher formulated the following hypotheses:
1- First null hypothesis: There is no statistically significant difference at the 0.05 level between the mean scores of the experimental group and the mean scores of the control group on the post-test.
2- Second null hypothesis: There is no statistically significant difference at the 0.05 level between the mean scores of the experimental group and the mean scores of the control group on the metacognitive thinking scale.
The study sample consisted of second-year intermediate students from the General Directorate of Education in Salah al-Din Governorate, specifically the Baiji district. The sample comprised 59 students, randomly divided into two equivalent groups: an experimental group that studied using a problem-solving strategy and a control group that studied using the traditional method.
To collect data, the researcher developed an achievement test to measure student learning and a metacognitive thinking scale related to artificial intelligence applications, after verifying their validity and reliability. The experiment lasted for two months, after which the data were statistically analyzed using appropriate statistical methods.
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