EFFECT OF COGNITIVE ACTIVATION STARATEGIES ON ANALYSIS SKILLS AT SECONDARY LEVEL IN PUNJAB, PAKISTAN

Abstract

The research employs a quantitative approach, employing a pre-test-post-test control group design to assess efficacy of cognitive activation strategies in enhancing the students' analytical prowess. A sample of secondary level students was randomly assigned to the experimental and control groups. The experimental group endured targeted interventions including cognitive activation strategies, while control group followed conventional teaching methods. Both groups were subjected to pre & post-intervention assessments, focusing on analytical skills in the context of English education. Findings reveal a significant improvement in analytical abilities among the students exposed to cognitive activation strategies compared to those in the control group. This improvement was shown through standardized tests, observation, and qualitative analysis of student work. The implications of these findings underscore imperative for educators to mix cognitive activation strategies into pedagogical practices to optimize students' analytical skills in English education at secondary level. This study contributes to burgeoning discourse on effective teaching practices, providing empirical evidence to support the adoption of cognitive activation strategies in fostering analytical skills amid students in Punjab Pakistan.