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|Title||The Effectiveness of Three Grammar Teaching Approaches on the Achievement of Secondary School Students|
The study aimed to investigate the effectiveness of three grammar teaching approaches (the inductive, the deductive and the contextualized approaches) on achieving English grammar among the eleventh graders in Khan yunis governorate. For answering the questions of the study, the researcher adopted the experimental approach. The sample of the study consisted of (158) male students from Al Motanabi Secondary School For Boys(A); three experimental groups and a control one. The three grammar teaching approaches were used in teaching the three experimental groups in the first term of the scholastic year ( 2009 – 2010 ). An achievement test of four scopes with ( 84 ) items was designed and validated to be used as a pre and post test. The data of the study were analyzed statistically using the statistical package (SPSS), One Way Anova test and Scheffe Test . The pre-post test was used to identify the direction of the effectiveness. The study indicated that there were statistically significant differences in the eleventh grades' achievement of English grammar due to the method of teaching in favor of the contextualized approach. Based on those findings, the study recommended the necessity of implementing the contextualized approach in teaching English grammar to bring about better outcomes in students' achievement of English grammar. It also was suggested that researches should be conducted on the effectiveness of the contextualized approach on different dimensions of achieving English language and other school subjects.
|Publisher||the islamic university|
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