The Impact of the Six-Point Strategy on Acquiring Grammatical Concepts and Developing the Reasoning Skills of Second-Year Intermediate Students

Abstract

The current research aims to identify the impact of the six-point strategy on the acquisition of grammatical concepts and the development of inferential thinking among second-year intermediate students. Based on the requirements of the scientific method, the researcher formulated five null hypotheses to test the significance of differences between the research variables. The research population consisted of second-year intermediate students, and the research sample comprised (77) students, divided into two equivalent groups: an experimental group and a control group. The experimental group underwent a teaching program based on the six-point strategy, while the control group received instruction according to the traditional, standardized method. The experimental method was adopted as the most suitable approach to achieve the research objectives. This necessitated the development of two measurement instruments: one to measure the acquisition of grammatical concepts, and the other to measure inferential thinking. The experiment was implemented over a full semester during the first semester of the 2025-2026 academic year. After administering the research instruments, collecting the data, and statistically processing it, the results indicated statistically significant differences in favor of the experimental group, which studied according to the six-point strategy. The six-pointer strategy, compared to the control group that studied using the traditional method, was used to acquire grammatical concepts and develop inferential thinking in the post-test. In light of the research results, the researcher concluded that teaching grammatical concepts according to the six-pointer strategy contributed to presenting the subject matter in an organized and coherent manner, and linked new concepts to the prior knowledge stored in the students' cognitive structure. This enhanced their ability to define, distinguish, and apply grammatical concepts in diverse linguistic situations. The researcher also recommended guiding Arabic language teachers to utilize modern teaching strategies based on developing thinking, given their effective role in improving the acquisition of grammatical concepts and developing inferential thinking. To further the research, the researcher suggests conducting similar studies to investigate the impact of the six-pointer strategy in other educational stages, such as primary and preparatory stages, as well as the university stage.