THE ROLE OF TREFFINGER STRATEGY ON IRAQI INTERMEDIATE EFL PUPILS’ ACHIEVEMENTS

Abstract

Treffinger Strategy is a framework that focuses on developing creativity and problem-solving skills in students. One of the main problems related to achievement skills identified by this model is the overemphasis on standardized testing and rote memorization. It is designed to help individuals develop their cognitive and metacognitive abilities, enabling them to become more effective problem solvers and achievers. The aim of this study is to investigate how Treffinger Strategy affects the achievement of EFL secondary school students in Iraq. The study's null hypothesis is that there would be no statistically significant difference between the experimental group, which is taught the Treffinger technique, and the control group, which is taught by the traditional strategy, in terms of mean scores on the post-hoc exam. The second premise is that there is no statistically significant difference between the means of the experimental and control groups at the posttest. A sample of 60 students is randomly selected from the 2022-2023 school year at the Al-Dibis Secondary School for Girls in Kirkuk as a sample. The study sample is divided into two equal groups.  Group (A) represents the experimental group consisting of (30) students taught using the Treffinger Strategy. Group (B) represents a control group which also includes (30) appropriately educated students to the conventional method. Encouraging results are obtained from the data analysis, showing a statistically significant difference in mean scores on post-performance tests between the experimental group taught using the Treffinger strategy and the control group taught using the traditional strategy.