The Effect of the Cognitive Analogical Teaching Strategy on the Achievement in the Subject of Literature and Texts among Fourth-Year Literary Female Students

Abstract

The current research aims to identify "The Effect of the Cognitive Analogical Learning Strategy on the Achievement in the Subject of Literature and Texts among Fourth-Year Literary Female Students."   
To achieve the research objective, the researcher adopted the experimental method using a quasi-experimental design with a post-test for the research group. The research population was then defined, and the sample consisted of (67) fourth-year literary female students from (Aisha Secondary School for Girls), which was intentionally selected by the researcher from the schools affiliated with the General Directorate of Education in Baghdad / Rusafa Second. 

-Duit,R, on the Role of Analogis and metaphors in learning science Education.75 (6) 1991.

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The sample was randomly divided into two groups: an experimental group (33 students) and a control group (34 students). The researcher ensured equivalence between the students of the two groups in the following variables: (chronological age in months, parents' educational attainment, and final scores in the Arabic language subject for the previous academic year).
The researcher taught the experimental group using the Cognitive Analogical Learning Strategy, while the control group was taught using the traditional method. The scientific material used in the experiment was selected from the Literature and Texts textbook for the fourth literary grade for the academic year 2024–2025.    
The researcher formulated the behavioral objectives, which amounted to (124) final objectives, and prepared teaching plans, some of which were presented to experts. A post-test was also prepared by the researcher, consisting of (30) items distributed across the six levels of Bloom's Taxonomy, to serve as the research tool.     
After conducting the experiment, the tool was applied to the research sample. The researcher used the Statistical Package for the Social Sciences (SPSS) for statistical analysis.
The results showed that the experimental group outperformed the control group in their achievement in the subject of Literature and Texts. The differences were statistically significant between the two groups. One of the most important conclusions was that the Cognitive Analogical Learning Strategy proved effective in improving the achievement level in the subject of Literature and Texts among fourth-year literary female students compared to the traditional method.      
The researcher recommends adopting the Cognitive Analogical Learning Strategy in teaching the subject of Literature and Texts and suggests conducting similar studies at other educational stages and with other variables as a continuation of this research.