| Summary: | The research addresses the impact of teaching according to the Daniel model on the cognitive achievement in chemistry among tenth-grade female students. The researchers used an experimental design that included two groups: an experimental group consisting of 31 students and a control group also consisting of 31 students, where a knowledge assessment test composed of 60 items was developed. The results showed that the use of the Daniel model significantly contributed to improving the cognitive achievement of the students in chemistry, with a strong effect size (Cliff's Delta = 0.470). The researchers recommended adopting this model in chemistry teaching and conducting additional studies to evaluate its impact in other subjects and educational stages.
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