The Effect of Using Cognitive Modeling Strategy on Developing Social Interaction Skills Among Seventh-Grade Female Students

Abstract

The purpose of this study is to determine how the cognitive modeling strategy affects seventh-grade students' social interaction skills development. To fit the investigation, the researchers employed the experimental approach. Eight hundred (800) female seventh-graders from the Bnaslawa Directorate of Education comprised the research community. The study sample consisted of four groups: one for science, which used the cognitive modeling strategy; another for social studies, which used the same strategy; a control group for science, which used the standard approach; and a control group for social studies, which used the standard approach. There were thirty (30) female students in each group, for a total sample size of 120 students.  Two schools were selected intentionally to provide the necessary conditions and facilities to implement the research procedures for the academic year 2024-2025. In order to achieve the research purposes, the researchers built the questionnaire about (social interaction development) while applying all the principles of educational measurement and evaluation related to constructing the questionnaire. After collecting and analyzing the data and verifying validity and reliability, the researchers reached the following results:

• There are no statistically significant differences between the average scores of the two experimental groups for the specialization variable on the one hand and between the average scores of the two control groups on the other hand in developing social interaction.
• There is a statistically significant difference between the averages of the pre- and post-test for developing social interaction in the science subject for the experimental group for each field separately and the fields as a whole were all in favor of the post-test, and it showed that the cognitive modeling strategy had an effective and positive impact on the experimental group for developing social interaction.
• There was a statistically significant difference between the averages of the pre- and post-tests for developing social interaction in the social studies subject for the experimental group for each field separately and the fields as a whole were all in favor of the post-test, and it showed that the cognitive modeling strategy had an effective and positive impact on the experimental group for developing social interaction.

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