International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 2
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Examining the Impact of Cognitive Pedagogy and Higher-Order Thinking on Linguistic Intelligence among Middle School Learners

Author(s) Ms. Priya Madhu, Prof. V. Ambedkar
Country India
Abstract Language plays a fundamental role in education as a medium for communication, cognition, and knowledge construction. The present study examines the relationship between cognitive pedagogy, higher-order thinking skills, and linguistic intelligence among middle school learners. Cognitive pedagogy emphasizes active learning through strategies such as problem-based learning, storytelling, and role-play, which enhance learners’ thinking, reasoning, and memory processes.
The study adopts a quantitative descriptive-correlational design with a sample of 130 students. Data were analyzed using descriptive statistics, correlation, and regression analysis. The findings indicate that constructivist teaching-learning practices are moderately implemented, while students demonstrate relatively high levels of higher-order thinking skills. A positive relationship was observed between cognitive pedagogy and academic achievement, although the strength of the relationship was moderate. Regression analysis revealed that higher-order thinking skills are a strong predictor of academic achievement.
The study concludes that cognitive pedagogy significantly enhances linguistic intelligence and academic performance. However, its effectiveness depends on proper implementation and active student engagement. The findings provide important implications for educators to adopt cognitively engaging teaching strategies.
Keywords Cognitive Pedagogy, Linguistic Intelligence, Higher-Order Thinking, Constructivist Learning, Academic Achievement
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-04-03
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E-ISSN 2582-2160
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IJFMR DOI prefix is
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