The Impact of the Philosophers' Chairs Strategy on the Achievement of Literature and Texts Among Fifth-Grade Literary Students

Abstract

This study aims to investigate the effect of using the “Philosophers’ Chairs” strategy on the achievement of fifth-grade literary students in the subject of Literature and Texts. The researcher adopted a quasi-experimental design by implementing both an experimental and a control group. The study sample consisted of 73 fifth-grade literary students from Um Al-Qura Preparatory School for Girls, affiliated with the General Directorate of Education / Al-Rusafa II in Baghdad. The students were randomly assigned to two groups: an experimental group taught using the Philosophers’ Chairs strategy, and a control group taught using the traditional method.Statistical equivalence between the two groups was ensured for several variables that could affect the validity of the experiment, including chronological age (in months), parental academic level, and an intelligence test. To measure achievement, the researcher prepared an achievement test relevant to the experimental topics, and its validity and reliability were confirmed prior to application. After the experiment concluded, the test was administered to both groups, and statistical analysis showed a significant difference at the 0.05 level in favor of the experimental group.This result indicates the effectiveness of the Philosophers’ Chairs strategy in improving students’ academic achievement in Literature and Texts. In light of these findings, the researcher recommended employing this strategy in teaching the subject and organizing training workshops for teachers to familiarize them with its implementation in the classroom.