Quantitative Validation of the “Teaching Grammar Concepts Based on Concurrent Thinking Theory” Model in Iraqi Middle Schools: Confirmatory Factor Analysis, Structural Equation Modeling, and Factor Ranking
Keywords:
Friedman Test, Structural Equation Modeling (SEM), Confirmatory Factor Analysis (CFA), Arabic Grammar , Concurrent Thinking TheoryAbstract
Purpose: This study aimed to quantitatively validate the instructional model for teaching grammar concepts based on Concurrent Thinking Theory in Iraqi middle schools.
Methodology: An exploratory mixed-method design with an emphasis on the quantitative phase was employed. A two-round Delphi process involving 30 experts established content and face validity. The quantitative population consisted of 3,845 Arabic language teachers, from which 384 questionnaires were distributed using proportional stratified sampling, yielding 368 valid responses. The instrument was a 72-item researcher-developed questionnaire whose content validity was assessed using CVR and CVI, and reliability using Cronbach’s alpha and Composite Reliability. Data analysis included CFA, SEM, and the Friedman test.
Findings: CFA and SEM showed acceptable model fit (CMIN/DF = 2.14, CFI = 0.93, GFI = 0.91, RMSEA = 0.056), with all factor loadings significant and above 0.70. Mean CVR (0.84) and CVI (0.89) confirmed strong content validity. The Friedman test indicated significant differences among the ranked factors (χ² = 246.83, p = 0.001), identifying “teachers’ professional competencies” as the highest-ranked factor.
Conclusion: The findings demonstrate that the proposed model possesses strong construct validity, content validity, and reliability, offering a practical and evidence-based framework for enhancing grammar learning, language skills, and higher-order thinking in Iraqi middle-school classrooms.
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Copyright (c) 2025 Dheyaa Hussein Hashim Al-Janabi (Author); Mohamad Taghi Mahmoudi; Mushreq Mohammed Mijwil Al-Isawi, Zohreh Sُaadatmand (Author)
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