Development and Effectiveness of a Phase-Based Debate Instructional Model

The purpose of this study is to develop and validate a Phase-based debate instructional model aimed at enhancing university students' critical thinking, problem-solving confidence, and emotional stability. The developed instructional model is grounded in social constructivism, Bloom's taxonomy of the cognitive domain, and the debate education model, and it is structured into three phases: Introduction, Deepening, and Application. A mixed-methods approach was employed, incorporating both quantitative and qualitative analyses. Quantitative data were collected through a quasi-experimental pretest-posttest design, comparing an experimental group that applied the phase-based debate instructional model and a control group that followed traditional lecture-based instruction. The results demonstrated statistically significant improvements in critical thinking and problem-solving confidence among the experimental group. Qualitative data, collected through in-depth interviews and observation logs, revealed enhancements in participants' communication skills, collaborative abilities, and emotional resilience. This study provides evidence that the phase-based debate instructional model is an effective and innovative educational strategy for promoting logical thinking, collaboration, and emotional growth. The model offers a structured approach to debate activities, addressing the complex skill requirements of modern higher education.