The Impact of Interaction between Collaborative Teaching Strategies and Cognitive Style (Impulsive-Reflective) on Developing Listening Skills and Attitudes toward the Arabic Language Among Second-Year Al-Azhar High School Female Students

Document Type : Original Article

Author

Specialization in Curricula and Teaching Methods, Faculty of Education for Girls, Al-Azhar University, Cairo

Abstract

The research aimed to investigate the effect of the interaction between collaborative and cooperative teaching strategies and cognitive style (impulsive-reflective) on the development of listening skills and attitudes toward the Arabic language among second-year Al-Azhar female high school students. To achieve this goal, a list of appropriate auditory comprehension skills for second-year Al-Azhar female high school students was prepared and presented to experts. Additionally, a test was developed to measure auditory comprehension skills among the students, along with a scale to assess attitudes toward the Arabic language. Furthermore, two teaching guides were prepared, one for collaborative teaching and the other for cooperative learning. A cognitive style scale was also used. The research sample consisted of 112 female students from the second year of Al-Azhar high schools, including students from Sheikh Zayed Al-Azhar Girls Institute and 6th of October Al-Azhar Girls Institute in Giza Governorate. The students were divided into four experimental groups, and the research experiment lasted for 70 days, with classroom teachers using the teaching guides. The research findings included: There were no statistically significant differences between the means of the scores of the experimental research groups in the two dimensions of the auditory comprehension skills test due to the collaborative/cooperative teaching strategy. There were statistically significant differences between the mean scores of the experimental research groups in the two dimensions of the auditory comprehension skills test due to the cognitive style (impulsive-reflective). There were statistically significant differences between the mean scores of the experimental research groups due to the interaction between the collaborative/cooperative teaching strategies and the cognitive style (impulsive-reflective) in auditory comprehension skills across different levels. There were also statistically significant differences between the means of the students' scores in the pre- and post-application of the auditory comprehension skills test in favor of the post-application. There were statistically significant differences between the means of the students' scores in the pre- and post-application of the Arabic language attitude scale in favor of the post-application. The research concluded with a number of recommendations and suggestions.

Keywords


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