Effectiveness of Cognitive Conflict Strategy in Improving Academic Achievement and Modifying Sex Education Misconceptions in Science Course among Intermediate Second-Grade Students

Abstract

The current study aimed at identifying the effectiveness of cognitive conflict strategy in improving academic
achievement and modifying sex education misconceptions in the Science course among intermediate second-grade
students in Jeddah. Based on the cognitive conflict strategy, a teacher guide was prepared for teaching Family Planning
and Reproduction Chapter. In addition, an achievement test and a misconception scale of sex education are prepared.
The sample consisted of 56 students equally distributed to an experimental group taught using the cognitive conflict
strategy and a control one taught using the traditional method. Results revealed that there were statistically significant
differences between the average scores of the experimental and the control groups in the achievement test and the
misconception scale of sex education, favoring the experimental group. The study recommended holding training
courses, workshops, conferences and synopses for Science teachers and supervisors on the use of cognitive conflict
strategy.