Effect of Learning Cell Strategy on Academic Achievement in Social Subjects among Eighth Grade Students

Abstract

The aim of the current study is to determine the effect of learning cell strategy on social studies achievement among eighth grade students. To achieve this goal, the researcher followed the experimental approach. Based on experimental mapping for two balanced sets (experimental and control). The study population consisted of eighth grade male students in Banaslawa education for the academic year (2024-2025). The sample consisted of 48 students randomly divided into two groups. The experimental set included 24 students that have been taught with the learning cell strategy. On another hand, the control group consisted of 24 students that have been taught in the traditional way. After ensuring the balance between the groups in variables (students’ age, intelligence level, parents’ educational achievement, previous year’s social subject score). The researcher prepared the behavioral objectives for measurement according to Bloom’s taxonomy (memory, understanding, implementation), which reached (109) behavioral goals. The achievement test tool was used in the study. It contains 34 items. This is after the validity (0,90) of the test through the review of a group of experts and the reliability of the test using the Cronbach alpha equation (0.82). The appropriateness of the items was verified by performing statistical analyzes to extract the expensive coefficients, discrimination coefficients, and the effect of error substitutions. After implementing the research tool and collecting and analyzing the data using Statistical Packaging (SPSS). The results of the study were in favor of the experimental group. With the large effect size of the learning cell strategy on academic achievement. In light of the results of the study, the researcher reached a number of conclusions, recommendations and recommendations on the strategy.