Effect of Toulmin’s Argument Pattern within TRGSR Teaching Learning Strategy on Students’ Metacognition
1Vetti Giri, MU Paily
The present study aimed to investigate the effectiveness of Toulmin’s Argument Pattern (TAP) within Think-Read-Group-Share-Reflect (TRGSR) strategy on 12th grade students’ metacognition. A quasi-experimental, pretest posttest control group design was employed with the sample of 50. The experimental group was taught with Toulmin’s Argument Pattern (TAP) within Think-Read-Group-Share-Reflect (TRGSR) strategy on the other hand the control group was taught with the traditional teaching approach. Think-Read-Group-Share-Reflect (TRGSR) is a customised teaching learning strategy to integrate TAP. Metacognitive Awareness Inventory (MAI) (Schraw and Dennison, 1994) was used to measure metacognition. After a 9-week long intervention, ANCOVA findings showed that the experimental group significantly performed better over the control group.
Metacognition, Scientific Argumentation, Toulmin’s Argument Pattern (TAP), Think-Read-Group-Share-Reflect (TRGSR).