شبكة المعلومات العربية التربوية

The current research aims to know “the effect of the cognitive growth ladder strategy in the acquisition of grammatical concepts and the development of deductive thinking among students of the fourth scientific grade”. The researcher chose the General Directorate of Education of Salah al-Din / Department of Education of Samarra intentionally to apply the research to conduct the experiment. The research experiment and chose the random method by choosing Division (B) to represent the “control group” that studies grammar according to the (traditional method), and Division (A) represents the “experimental group” that studies grammar according to the (cognitive growth ladder). The final sample members (53) students, (28) students for the control group, and (25) students for the experimental group, and the equivalence of the two research groups was verified in the variables, the chronological age of the students calculated in months, the students’ previous academic achievement in the Arabic language and the tribal inferential thinking test. At the end of the experiment, the concept acquisition test prepared by the researcher was applied, which amounted to (33) objective test items of the type of multiple choice on the two research groups after verifying the validity of its content, by its presentation. Specialists should also apply it to an exploratory sample to ensure the clarity of its paragraphs and to ensure its stability by adopting the Alpha Cronbach method (discriminatory power, difficulty coefficient, effectiveness of alternatives. As for measuring inferential thinking, the researcher prepared a test consisting of (30) test items. It was presented to specialists and applied to an exploratory sample to find the psychometric properties (discrimination coefficient) and the test stability coefficient was found using the alpha-Cronbach equation. The results were treated statistically using the T-test and for two independent samples. The results showed: 1) The students of the experimental group who studied using the cognitive growth ladder strategy outperformed the students of the control group who studied in the usual way in the grammatical concepts acquisition test as well as in the inferential thinking test with a statistically significant difference at the level of significance (0.05). 2) There is a statistically significant difference between the scores of the students of the experimental group who studied using the cognitive growth ladder strategy on the pre and post inductive thinking test and in favor of the experimental group in the post test. In light of the research results, the researcher reached the following conclusions: Teaching grammatical concepts according to the cognitive growth ladder strategy helped to present the study material and link the tribal concepts stored in their knowledge structure, which developed the learner's ability to define, distinguish and apply most grammatical concepts better than the usual method. (Published abstract)