The Impact Of Cognitive Apprenticeship Strategy On The Desire To Learn And Cognitive Depth In Social Studies Among Second-Grade Intermediate Students
DOI:
https://doi.org/10.33367/ijhass.v5i1.4620Keywords:
cognitive apprenticeship strategy, desire to learn, cognitive depthAbstract
The aim of this research is to learn about the impact of the cognitive
apprenticeship strategy on the desire for learning and the knowledge
depth in the subject of sociology in students of the second grade. To this
end, two hypotheses have been formulated: There is no statistically
significant difference at the level of (0.05) between the average grades of
the pilot group students who examined the planned article by adopting the
cognitive apprenticeship strategy and the control group students who
studied the same subject by adopting the usual method of desire to learn
the subject of sociology. There is no statistically significant difference at
the level of (0.05) between the average grades of the pilot group students
who examined the planned article by adopting the cognitive
apprenticeship strategy and the control group students who studied the
same subject by adopting the usual method of knowledge depth. To
achieve the two research hypotheses, follow the pilot curriculum and
choose the partially tuned design and after the school has been selected
() randomly and after selecting Division (a) to represent the pilot group
consisting of (33) Student after the exclusion of the students of the
depositors and Division (c) to represent the control group consisting of
(32) A student after the exclusion of the students, after the achievement of
internal and external safety, after the creation of two tools that have the
sincerity and consistency of one to measure the desire for learning and
knowledge depth. After the application of the experiment to the final
research sample, the tools were applied in their final form and after the
correction of the forms and the discharge and analysis of data in the light
of the SPSS-26 program. Through the results of the research, it was
found that there is a statistically significant difference between the
average students of the experimental group and the students of the
control group at the level of significance (0.05) in the scale of the desire to
learn and in favor of the experimental group, as it turns out that there is a
statistically significant difference between the average students of the
experimental group and students of the control group at the level of
significance (0.05) in the cognitive depth test and in favor of the
experimental group, In the light of this, recommendations and proposals
were developed.
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