The Role of Thinking Power Strategy in developing Deep Understanding Skills among EFL Preparatory School Students in English

Abstract

The current study aims to investigate the role of Thinking Power strategy in developing deep understanding skills among EFL preparatory school students in English. Its significance stems from the need to develop modern teaching methods that help students move beyond rote learning to learning based on understanding, analysis, and deep thinking. The researcher has adopted the experimental approach due to its suitability for the nature of the study and used the design of two equivalent groups with pre- and post-tests. The research sample has been consisted of (64) 4th preparatory grade students from Al-Noor Secondary School for Boys that relates to the Directorate of Education in Anbar during the academic year (2025–2026), divided into two groups. Equivalence between the groups has been ensured based on some variables, such as age, previous achievement, intelligence level, and language proficiency. To achieve the study aims, the researcher has constructed a test to measure deep understanding skills, included skills like analysis, interpretation, inference, application, evaluation, connection, and asking deep questions. The validity of the instruments have been verified by exposing it to specialists. The experiment lasted for six (6) weeks, during which the experimental group has been taught using Thinking Power Strategy through analytical activities, open-ended questions, classroom discussions, and organizing ideas hierarchically, while the control group has been taught by the traditional method. The results have showed significant differences in favor of the experimental group in the post-test of deep understanding, indicating the effectiveness of the Thinking Power Strategy in developing students' deep understanding skills showing that the strategy has contributed to developing higher-order thinking skills, increasing classroom interaction, linking new knowledge to prior experiences, and transforming the student's role from a passive recipient to an active participant in the educational process.