The Effectiveness of Using Some Fun Learning Strategies in Teaching Psychology to Develop Cognitive Agility and Improve Self-Efficacy Level among Secondary School Students

The current research aimed at investigating the effectiveness of using some fun learning strategies in teaching psychology to develop cognitive agility and improve the self-efficacy level among female students second-year secondary school. The research procedures are based on the quasi-experimental approach including the treatment and control groups with pre- posttests. The research sample consisted of (34) female students. To achieve the research aim, the descriptive approach was used to determine the dimensions of cognitive agility and self-efficacy to be developed among female students, design teaching situations that rely on some fun learning strategies, prepare a list of self-efficacy dimensions to be developed among female students; the research sample. Also, the following was prepared: a cognitive agility scale, a cognitive agility situations test, and a self-efficacy scale. The researcher used the quasi-experimental approach for selecting the research sample. She used the two-group design; the research sample was divided into two equivalent and equal groups: one of which was treatment and studied using some fun learning strategies, and the other was a control group that studied using the traditional method. The research instruments were pre-administered. The treatment group students were taught using some fun learning strategies, and the control group using the traditional method. The measurement instruments were post-administered to the two research groups. The research concluded results indicating the effectiveness of some fun learning strategies in developing cognitive agility and improving the self-efficacy level among the research sample students, with statistically significant differences compared to the pre-test. The research presented a number of recommendations and suggestions in light of the results.