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This paper aims to determine the effects of cognitive conflict instructional strategy and motivation on Attitude Towards Algebra Among Tenth Graders in the UAE. To collect data, the author adapted a Motivation to Engage in Conceptual Change Questionnaire (MECCQ) to measure the level of student’s motivation to engage in conceptual change. Pre and post questionnaires were analyzed to measure students’ attitude towards algebra. Four classes of Tenth Graders from two schools (two classes for experimental group (n=60) and the other two classes for control group (n=57)) were choose randomly from 20 classes of 543 Grade Ten male students. The two-way ANOVA test was used to answer questions of this study. The results showed that there is no significant main effect of cognitive conflict on attitude towards algebra. However, the results showed some increase in the students' attitudes towards algebra in the experimental group. The results also showed that there is significant main effect of motivation on attitude towards algebra among Tenth Graders in the United Arab Emirates.
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Rabab’ah, Y. (2025). Effect of Cognitive Conflict Instructional Strategy and Motivation on Attitude towards Algebra among Tenth Graders. International Journal of Academic Research in Business and Social Sciences, 15(7), 26–34.
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