The Impact of a Proposed Strategy Based on Matthew Lipman's Cognitive Theory in Teaching “Testing” on EFL University Students’ Performance
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Abstract
The current study aims to propose a strategy based on Matthew Lipman's cognitive theory and explain its effectiveness on the achievement of fourth-stage EFL students in the subject of testing. The proposed strategy has been applied on a sample of 100 male and female students in the Department of English, distributed into two groups. The first experimental group is taught testing by using the proposed cognitive strategy, while the second control group is taught the same subject by using the conventional method. The obtained result indicates that experimental group students, who have been taught by using the proposed cognitive strategy based on Matthew Lipman's theory, outperformed the control group students, who have been taught by using the conventional method. Therefore, the alternative hypothesis is accepted, stating that there is a statistically significant difference between the average scores of the experimental and control groups achievement in testing, and in favour of the experimental group. The effectiveness of the proposed cognitive strategy is attributed to the engagement of the students' minds and the arbitration of knowledge to achieve a deeper understanding of the studied subject. The effective role of the mental trial for the experimental group in the cognitive, emotional, psychomotor aspects. The study stressed the need to employ learning theories in the field of teaching, especially cognitive theories.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
College of Education for Humanities, TIKRIT UNIVERSITY. THIS IS AN OPEN ACCESS ARTICLE UNDER THE CC BY LICENSE http://creativecommons.org/licenses/by/4.0/
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