Abstract:
The study was conducted to investigate whether the application of cognitive
teaching tools, strategies, and techniques through cognitive teaching model help develop
creative thinking and other higher-order thinking skills of the students of literature at
Master‟s level.
The study comprised two phases: phase I was survey, while phase II was
experimental. In phase I (survey) three questionnaires were prepared: one for the students,
second for the teachers, and third for the chairpersons of English departments. The
questionnaires were used to collect data about the existing literature teaching methods in
Pakistani universities and colleges. The data collected were tabulated and analyzed on
mean score and calculated to find out the central tendency of responses.
In phase II of study (experimental), experiment was carried out for two months.
The sample was 138 students of M.A. English at International Islamic University,
Islamabad studying Romantic Poetry and Fiction II (Modern Fiction). 68 students of
Romantic poetry were randomly divided into two groups: 34 in controlled group and 34 in
experimental group. Similarly 68 students of Fiction II were randomly divided into two
groups: 34 in controlled group and 34 in experimental group. Relevant pre-tests were
conducted on all the four groups before the start of the experiment and post-tests at the end
of the treatment period that was two months. The data collected through achievement tests
were scored and analyzed by applying z test. Phase I of the study concluded that the
existing literature teaching methods are traditional and do not develop students‟ creative
thinking and other higher-order thinking skills. Phase II concluded that the application of
cognitive teaching strategies and techniques through cognitive teaching model could help
develop creative thinking and other higher-order thinking skills of the students of literature.
