The Effectiveness of Teaching According to the Schemes of Cognitive Conflict in Understanding Rhetorical Concepts

1Ihab Ibrahim Zaidan AL-Saadi, Hayder Diekan Darweesh


The aim of the current study is to know the effectiveness of teaching according to a cognitive conflict strategy in understanding the rhetorical concepts and to achieve the research goal, the two researchers intentionally selected the Al-Faiha prep. for boys, and by way of random drawing, choose Division (B) to represent the experimental group that studies rhetoric according to the cognitive conflict strategy, and a division (A) Represents the control group that studies rhetoric in the traditional way, the research sample reached (62) students with (31) students in each group. The researchers found parity between the students of the two groups in the following variables: (1. Academic achievement of mothers, academic achievement of parents, the chronological age of students calculated by months. The researchers determined the study subjects to be studied by the students after presenting them to a group of specialists in teaching methods. The researchers prepared teaching plans, and these plans were presented to specialists in teaching methods to ensure their validity. One of the researchers taught the two research groups. After the experiment ended, the two researchers applied the test of understanding the rhetorical concepts to the students of both groups. The researchers used the following statistical methods: (and the Pearson correlation coefficient of T-Test with two ends for two independent samples, and Kay square), and after analyzing the results, the researcher reached the following: The experimental group students who studied rhetoric according to the cognitive conflict strategy surpassed students The control group who studied the subject matter of rhetoric in the traditional way in testing the understanding of rhetorical concepts. The researchers concluded that the students responded to the strategy of cognitive conflict in teaching and interacted with it. The results indicated that, and the researcher recommended a number of recommendations, including: The necessity of using the cognitive conflict strategy in teaching rhetoric, because of its role in improving the understanding of rhetorical concepts for students. The researcher suggested a number of suggestions, including: Conducting a similar study in other variables such as achievement, inclination and direction.


Effectiveness of Teaching, Cognitive Conflict, Rhetorical Concepts

Paper Details
IssueIssue 9