The Effectiveness of Problem-Solving Strategies in Teaching the Fundamentals of Grammar: An Extended Action Study from a Case Study Perspective

Abstract

This research aims to investigate the effectiveness of employing problem-solving strategies in teaching Arabic grammar, which has been characterized by a traditional, rote-learning approach in many Arab educational contexts. The master's level of study requires advanced cognitive abilities and skills in critical analysis, reflective thinking, and connecting theories to applications. This has resulted in an educational gap manifested in:

1. Students' inability to transfer theoretical knowledge of grammar to new analytical situations or unfamiliar linguistic problems.


2. Weak research and reasoning skills necessary to understand and discuss the historical and scientific contexts of grammar theories.


3. A decline in intrinsic motivation and intellectual curiosity towards the subject due to the absence of intellectual challenge and active participation.

Therefore, there is a pressing need for unconventional teaching strategies that reshape the relationship between the student and the theoretical content. The problem-solving strategy emerges as a strong candidate to bridge this gap, as it transforms the student from a passive recipient to an active researcher. Students are presented with real or hypothetical grammar problems and are required to analyze them, formulate hypotheses, and choose appropriate methodologies to arrive at a justifiable solution. Despite the promising theoretical background of this strategy in general subject education, its practical effectiveness in a specific and precise field like "Fundamentals of Grammar" for advanced students such as Master's students remains a relatively unknown area. This justifies posing the central research question as follows: To what extent can the problem-solving strategy be an effective educational framework for transforming the teaching of Fundamentals of Grammar from the mere transmission of abstract knowledge to the development of an analytical and research-oriented mindset in Master's students? Therefore, this research does not merely aim to measure "achievement," but rather delves into the heart of the problem to explore the strategy's ability to bridge the gap between the nature of the subject matter, the objectives of the academic level, and the reality of educational practice.

To answer this question, this study adopts an extended action research approach using a case study perspective. This qualitative, explanatory research aims to understand the phenomenon (the effectiveness of the strategy) through a detailed description and interpretation of its meanings as experienced by the participants (students) and as experienced by the researcher (professor).