Cognitive dissonance and its relationship to academic achievement in the subject of specialized teaching methods for students of the College of Basic Education

Abstract

The study's goal is to learn about cognitive dissonance and its link to academic accomplishment in the field of specialized teaching techniques for students at the University of Babylon's College of Basic Education. The researcher proposed the following null hypothesis: There is no link with statistical significance at the level of significance (0.05) between the values of cognitive dissonance and the degree of academic accomplishment in the topic of specialized teaching techniques for students of the College of Basic Education - University of Babylon.

The researcher used the descriptive associative approach (correlative studies), and the research community consists of students from the College of Basic Education / University of Babylon, the morning study of (males and females) for the fourth stage, for the departments (chemistry, physics, biology) totaling (214), the sample of the research consisted of Out of (160) male and female students with a percentage of (74,76 percent) from the research community, they were chosen at random with a proportional distribution from the students of the College of Basic Education - Departments of Chemistry and Physics for the morning study only for the fourth stage, at the rate of (89) of the students of the Department of Chemistry and they constitute a percentage of (41,58 percent), and (71) of the students of the Department of Physics (33.17 percent ). The study determined that there is a link between cognitive dissonance and academic accomplishment in the field of specialized teaching techniques for students at the College of Basic Education - University of Babylon.