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

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.