The Impact of the List-Group-Mark Strategy on Acquiring Grammatical Concepts and Critical Thinking Skills among Second-Year Intermediate School Students

Abstract

 This research aims to identify the impact of the (List-Group-Mark) strategy on acquiring grammatical concepts and critical thinking skills among second-year intermediate school students. To achieve this objective, the researcher formulated two null hypotheses and employed an experimental approach with two groups (experimental and control). A quasi-experimental design was chosen, and the research sample consisted of (60) second-year intermediate school students from Al-Mawaddah Intermediate School for Girls in Baghdad Governorate. The researcher ensured the students' equivalence in the following variables: (students' age calculated in months, parents' educational attainment, intelligence test scores, and previous year's grades in Arabic language). The researcher derived (74) behavioral objectives and prepared lesson plans, which were then reviewed by a panel of experts to verify their suitability.  The researcher developed a grammatical concepts test consisting of 42 multiple-choice items and a critical thinking test comprising five skills and 45 items. The researcher taught the experimental group using the list-group-mark strategy, while the control group used the standard method. The experiment lasted for one semester during the 2025/2026 academic year. The researcher used appropriate statistical methods to complete her research, including the chi-square test, t-test, difficulty index, discrimination index, effectiveness of incorrect alternatives, Kuder-Richardson equation, and eta-squared. The results showed that the experimental group outperformed the control group in both the grammatical concepts and critical thinking tests.