The Effect of The WAX Strategy on Developing Cognitive Reasoning Among Students of The Institute of Fine Arts

Abstract

The research aimed to identify (the effect of the WAX Strategy (Was Strategy) in developing cognitive reasoning among students of the Institute of Fine Arts). To achieve the research objective, the researcher used the experimental method on a sample of fifth-grade students from the Institute of Fine Arts for Boys. The research sample consisted of (26) students. The researcher adopted two research tools: an achievement test and a cognitive reasoning scale to reach the research results. A set of statistical methods was also employed, as they were used to test the equivalence between the experimental and control groups and to extract the psychometric properties of both the achievement test and the cognitive reasoning scale, as well as to analyze the research results. The study revealed the most important results: The “WAX” strategy demonstrated a high effect with statistical significance (at the 0.05 level) in developing both cognitive achievement and cognitive reasoning among the students of the experimental group in the subject of art analysis and criticism, compared to the traditional method followed with the control group. The calculated effect size value (0.76) significantly exceeded the accepted criterion (0.60), confirming that the noticeable superiority of the experimental group is not merely a statistical difference but represents a large and strong practical effect of the strategy, with clear educational significance in improving learning outcomes. The strategy effectively contributed to the development of integrated learning outcomes, including both memorization and understanding (cognitive achievement) and higher-order thinking skills (cognitive reasoning), indicating its comprehensiveness and its ability to move beyond memorization to application and analysis. The success of the strategy is attributed to its design, which enhanced positive and continuous interaction between students and the lecturer, and encouraged immediate practical application of knowledge and skills within the context of the subject, thereby reinforcing learning and increasing levels of participation and comprehension.