The Effectiveness of an Educational Design Based on the Creative Mental Flow in Cognitive Motivation among Middle School Female Students in Biology

Abstract

The research aims to:

1. Develop an educational design based on creative mind flow strategies for middle school students (first intermediate grade).


2. Verify the effectiveness of the educational design on:

The cognitive motivation of middle school female students (first intermediate grade) in biology.

Regarding the research hypothesis: To verify the second objective of the research, the following null hypothesis was formulated:

(There is no statistically significant difference at the level of (0.05) between the average scores of middle school female students (first intermediate grade) in the experimental group who were taught biology according to the educational design of creative mind flow strategies on the cognitive motivation scale in biology, and the average scores of middle school female students (first intermediate grade) in the control group who were taught the same subject according to the traditional method on the cognitive motivation scale in biology).

To achieve the research objectives, a sample of first-year intermediate female students in intermediate and secondary schools affiliated with the General Directorate of Education in the center of Babylon Governorate was selected for the academic year 2024/2025 AD. The sample numbered (70) students, distributed between two groups: an experimental group with (34) students who studied using the educational design method, and a control group with (36) students who studied using the traditional method. To ensure the internal integrity of the experiment, the two groups were rewarded with the following variables: (age, intelligence, cognitive motivation). To achieve the second objective of the research, the researcher prepared a cognitive motivation scale that included three dimensions (the pursuit of knowledge, the enjoyment of obtaining knowledge, and the processing of information). Thus, the number of its items reached (21) items, and its validity and reliability were confirmed. The researcher applied the scale at the end of the experiment. The data were statistically processed using the t-test equation for two unequal independent samples. The results revealed the following:

The effectiveness of the educational design based on creative cognitive flow strategies on cognitive motivation among middle school (first intermediate grade) female students in biology. The experimental group, which studied according to the educational design, outperformed the control group, which studied using the traditional method, by a statistically significant difference. In light of the research results, the researcher prepared a set of recommendations and proposals.