The Impact of Using the Reflective Approach in Teaching Literary Texts on First-Year Secondary Students’ Understanding of Certain Rhetorical Concepts

Research Objectives:

To identify the impact of using the reflective approach in teaching literary texts on first-year secondary school students’ understanding of rhetorical concepts.



Research Methodology:

The current study employed the experimental method, specifically a quasi-experimental design with two groups: a control group and an experimental group, using pre- and post-tests of the research variables. This design was used to examine the effect of the reflective approach (independent variable) on students’ comprehension of certain rhetorical concepts (dependent variable).



Research Tools and Instructional Materials:

• Data Collection Tool:

• A list of rhetorical concepts for first-year secondary school students.

• Measurement Tool:

• A comprehension test on rhetorical concepts for first-year secondary school students.

• Experimental Treatment Materials:

• (a) A student’s textbook designed based on the reflective approach.

• (b) A teacher’s guide.



Research Results:

The current study yielded the following results:

• There was a statistically significant difference at the ≤ (0.05) level between the mean scores of the control and experimental groups in the post-test of rhetorical concepts comprehension, in favor of the experimental group.

• Based on the findings, the researcher proposed a set of recommendations and suggestions.



Keywords: Reflective Approach — Comprehension of Rhetorical Concepts