Effect of Toulmin’s Argument Pattern within TRGSR Teaching Learning Strategy on Students’ Metacognition

1Vetti Giri, MU Paily

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Abstract:

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.

Keywords:

Metacognition, Scientific Argumentation, Toulmin’s Argument Pattern (TAP), Think-Read-Group-Share-Reflect (TRGSR).

Paper Details
Month2
Year2020
Volume24
IssueSpecial Issue 1
Pages1161-1173