The Active Discussion Strategy and Its Impact on Cognitive Representation and Academic Resilience Among Students in the College of Education in the Course on Curriculum and Textbooks
DOI:
https://doi.org/10.32792/tqartj.v4i54.964Keywords:
Active Discussion Strategy , Cognitive Representation , Academic ResilienceAbstract
This study aims to investigate the impact of the "Active Discussion" strategy on the cognitive representations and academic resilience of students at the College of Education within the "Curriculum and School Textbook" course. Hypotheses: To achieve the research objectives, two null hypotheses were formulated: 1. There are no statistically significant differences (at a significance level of 0.05) between the mean scores of the experimental group (taught using the "Active Discussion" strategy) and the control group (taught using the traditional method) in the post-test results of the Cognitive Representations Scale. 2. There are no statistically significant differences (at a significance level of 0.05) between the mean scores of the experimental and control groups on the Academic Resilience Scale. Methodology: The study was conducted among second-year students in the Department of Educational and Psychological Sciences at the Faculty of Arts during the academic year 2024-2025 (full-time study). The theoretical framework was based on R. Solso's (2000) theory of cognitive representations and S. Cassidy’s theory of academic resilience. Instruments: Two instruments were employed: 1. Cognitive Representations Scale: Developed by the author (consisting of 27 items). 2. Academic Resilience Scale: An adapted version of Cassidy’s scale (2016), translated and adapted to the Iraqi environment by Ali (2022), consisting of 30 items. The psychometric properties (validity and reliability) of both instruments were verified. Results: The results demonstrated the superiority of the experimental group over the control group in both the cognitive representations scale and the academic resilience scale. Recommendations: 1. Integrating the "Active Discussion" strategy into university teaching methods due to its positive impact on organizing and modifying students' cognitive structures. 2. Conducting training courses and lectures on modern teaching strategies to enhance the quality of the educational process in higher education. Suggestions for Further Research: 1. Conducting similar studies using other active learning strategies, such as the SNIP strategy or the "Hot Seat" strategy. 2. Exploring the impact of the "Active Discussion" strategy on other variables, such as Perceived Self-Efficacy
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