The effectiveness of the cognitive contradiction strategy in fourth-grade female students’ acquisition of grammatical concepts

 The research aims to study the "effectiveness of the cognitive dissonance strategy in acquiring grammatical concepts" among fourth-grade preparatory school female students. The null hypothesis was tested, which states that there is a statistically significant difference between the average scores of the experimental group, which was taught using this strategy, and the control group, which was taught using the traditional method, in favor of the experimental group. A sample of 81 female students from the fourth scientific grade was selected and divided into two groups: experimental and control. A quasi-experimental design with equivalence between the groups was used. A test for acquiring grammatical concepts was prepared, and its validity and reliability were confirmed.