The effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students

Abstract

The study aimed to identify the effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students. To achieve the study objectives, the researcher employed two research methods: descriptive analytical method and experimental method (quasi-experimental design). The researcher designed six tools and research materials to conduct the study and to collect data, which are: a list of persuasive writing skills, a test of persuasive writing skills accompanied with a suitable grading rubric, a list of habits of mind, a test of habits of mind accompanied with a suitable grading rubric, student’s book, and teacher's guide. The sample of the study was selected randomly and consisted of (70) students. The participants were divided into two groups: a control group which was consisted of (35) students, and an experimental group which was consisted of (35) students. The data were analyzed through the use of several statistical techniques including means, standard deviations, Pearson correlation coefficient, T-test for independent groups, Eta coefficient and Black modified gain ratio. The results of the study revealed that There was a positive correlation on the experimental group students' performance of the post-tests for persuasive writing skills and habits of mind (perseverance, flexible thinking, questioning, posing problems and thinking & communicating clearly. Based on the results, the study recommended the designers of curricula to benefit from the conducted lists of persuasive writing skills and habits of mind.