Validation of an Instructional Model for Teaching Rhetoric Based on Ausubel’s Meaningful Learning Theory in Iraqi Universities
Keywords:
Ausubel's Theory, Meaningful Learning, Iraqi Universities, Rhetoric, Arabic Language TeachingAbstract
This study aimed to design and validate an instructional model grounded in Ausubel’s meaningful learning theory to enhance the teaching of rhetoric in Iraqi universities. This applied–developmental study employed a descriptive–survey design in which 120 Arabic language and rhetoric experts from Iraqi universities were selected through purposive sampling. Data were collected using a researcher-developed 35-item questionnaire whose content validity was confirmed by specialists and whose construct validity was examined through confirmatory factor analysis within a partial least squares structural equation modeling framework. Instrument reliability and validity were assessed using standard statistical indices. The results of confirmatory factor analysis and structural equation modeling demonstrated excellent model fit for the proposed second-order structure consisting of Cognitive Organization, Interactive–Motivational Strategies, and Knowledge Transfer and Application, with all constructs meeting established reliability and validity thresholds. The validated model provides a robust theoretical and practical framework for curriculum redesign, instructional improvement, and learning enhancement in Arabic rhetoric courses across Iraqi universities.
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