vol 24 no3 A, 2024

The Impact of the Cognitive Apprenticeship Strategy in Teaching Grammar on Achievement and Developing Critical Thinking for the First Secondary Grade Students

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The Impact of the Cognitive Apprenticeship Strategy in Teaching Grammar on Achievement and Developing CriticalThinking for the First Secondary Grade Students

Abstract:

The study aims to identify the effect of teaching using the cognitive apprenticeship strategy in teaching grammar on achievement and developing critical thinking skills among first-year secondary school students. To meet the objectives, a quasi-experimental approach was employed. The study was conducted on a random sample of 74 students from Tarqash Secondary School, divided into two groups: an experimental group of 37 students and a control group of 37 students.

The research tools (achievement test and critical thinking) were applied before and after applying the experiment. The results showed statistically significant differences at the significance level (0.05) between the average scores of the students of the experimental and control groups in the post-application of each of the tests (achievement and critical thinking) in favor of the experimental group, as well as the presence of a positive correlation significant at the level (0.05) between the critical thinking and achievement tests in the two research groups: the experimental and control, in the pre-measurement. The results showed a significant positive correlation at the level of (0.05) between critical thinking and achievement in the control group in the post-test, while the correlation was positive at the level of (0.01) in the experimental group in the post-test between the critical thinking and achievement tests.

Keywords: Cognitive apprenticeship strategy, Achieving, critical thinking, Grammar, Arabic language, first secondary grade.

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