The Effectiveness of the Cognitive Conflict Strategy in Developing Analytical Reading Skills among High School Female Students

Almaliki, Amwaj Bint Hamid Bin Atiyah; Taha, Amani Bint Mohammed Bin Omar

doi:10.21608/jsrep.2025.462350

The Effectiveness of the Cognitive Conflict Strategy in Developing Analytical Reading Skills among High School Female Students

Document Type : Original Article

Authors

¹ Curricula and methods of teaching the Arabic language

² Associate professor of Arabic Language Curricula and Teaching Methods

10.21608/jsrep.2025.462350

Abstract

The current research aims to discuss the effectiveness of the cognitive conflict strategy in developing analytical reading skills among female high school students.
It has adopted the experimental approach with a quasi-experimental two-group design to achieve the research objective. The Researcher designed several tools, including a list of analytical reading skills appropriate for second-year high school students and an analytical reading skills test. Study materials were also designed, including a teacher's guide.
After investigating the validity and reliability of the study tools, the researcher applied them to a random sample of (60) second-year female high school students, who were divided equally into two groups (Experimental & Control).
After conducting the necessary statistical analyses, the researcher reached the following findings: There were statistically significant differences at a significance level of (0.05) between the mean scores of female students in the two groups, the experimental and control, in the post-application of analytical reading skills, at the level of the main skills and the total score, in favor of the experimental group.
The researcher presented several prominent recommendations according to the study findings, including the use of the cognitive conflict strategy in teaching reading texts to develop analytical reading skills. She also proposed conducting a pilot study aimed at exploring the effectiveness of the cognitive conflict strategy in developing other language skills among female high school students.

Keywords

References

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