فاعلية التدريس باستخدام نموذج الفورمات (4MAT) في تحسين مستوى التحصيل الدراسي في مادة الفلسفة لدى تلاميذ الثالثة ثانوي شعبة الآداب والفلسفة بمدينة الوادي "دراسة تجريبية"

Abstract

The present study aims at investigating the effectiveness of teaching using the 4MAT model in enhancing students' academic performance in philosophy. To this end, the research sample targets third-year secondary students of the Arts and Philosophy stream in El Oued, Algeria. This experimental study employed a Quasi-Experimental (Experimental and Control Groups with Pre-Test and Post-Test Measurement) with (46 students) chose from the same branch. The experimental group (24 students) was taught using the 4MAT model, while the control group (22 students) received traditional instruction. After establishing the equivalence of both groups through preliminary assessments, the instructional content was delivered according to the annual curriculum plan, followed by the administration of an achievement test in philosophy. The study employed Hermann's Brain Dominance Instrument (HBDI) to assess students' cognitive thinking patterns and administered an analytical thinking scale to control potential cognitive variables. For data analysis, the researcher employed a set of statistical tools such as the T-test, the analysis of variance (ANOVA). The findings revealed statistically significant differences between the experimental and control groups on the post-test philosophy achievement measure, with superior performance demonstrated by the experimental cohort. These findings provide empirical evidence supporting the effectiveness of the 4MAT model in improving academic outcomes in overall philosophy instruction. The results further indicate statistically significant differences in academic achievement among experimental group participants based on thinking styles (the executive, emotional, and creative analysis), with notably higher performance observed in students exhibiting analytical and creative thinking patterns. This outcome demonstrates the 4MAT model's capacity to effectively accommodate diverse learners' cognitive needs. In light of the study's theoretical framework, the results were interpreted and compared with findings from prior research. The study concluded with a set of recommendations and suggestions aimed at enhancing the application of this model in teaching philosophy and other academic disciplines.