The Effect Of Teaching Using Kagan's Structures On The Perceived Cognitive For Second-Year Middle School Students In Biology

Abstract

    The Purpose of the Studying  was to Recognize the Impact of teaching using Kagan's constructs on the perceived cognitive competence of second-grade intermediate students in biology. The researcher chose a partially controlled experimental approach to make the research goal. The research population consisted of (127) second-grade intermediate students at Al-Siraj Al-Munir Intermediate School, affiliated with the Al-Suwayrah Education Department - Wasit Governorate Education. The sample consisted of (63) students, divided into an experimental group of (32) students and a control group of (31) students. The researcher prepared the research tool, the Perceived Cognitive Competence Scale, which consisted of (42) items distributed across its three domains ( the ability to master knowledge, dealing with information and difficult tasks, and generalization of knowledge). After equivalence procedures were conducted between the two groups, the experiment was implemented. At the end, the scale was applied to the research sample using the Statistical Package for the Social Sciences (SPSS). The results showed that the experimental group, which studied using Kagan's constructs, outperformed the control group, which studied using the traditional method, in perceived cognitive competence. In light of this, the researcher recommended that the Education Directorate organize training courses. For middle school biology teachers, according to Kagan's structures, and directing the attention of biology teachers to adopt Kagan's structures as a teaching method for the second middle school grade.