Assessing the Role of Literature-Based Curriculum in Enhancing Language and Cognitive Abilities among University Students

Abstract

This study aims to investigate the impact of a literature-based curriculum on the language and cognitive abilities of university students. This research employs a mixed-methods research design, combining both quantitative and qualitative approaches to provide a comprehensive understanding of the curriculum's effects. The primary objective is to determine whether integrating literature into the university curriculum enhances the students' linguistic proficiency and cognitive skills, including critical thinking and problem-solving abilities. The study hypothesizes that exposure to diverse literary works were significantly improve the students' language capabilities and cognitive functions compared to those who follow a standard curriculum. The population for this study includes graduate students from various universities, with a sample size of 300 students selected through stratified random sampling to ensure representation across different academic disciplines and backgrounds. Data collection tools comprise standardized language proficiency tests, cognitive ability assessments, and semi-structured interviews to gather qualitative insights. Quantitative data were analyzed using statistical methods such as t-tests and ANOVA to compare the performance of students in the literature-based curriculum versus the control group. Qualitative data from interviews were thematically analyzed to identify recurring patterns and themes related to the students' experiences and perceived benefits. This study aims to contribute to educational pedagogy by providing evidence on the effectiveness of literature-based curricula in fostering essential academic skills among university students.