Please use this identifier to cite or link to this item:
|Title||The Effects of Game Strategy on the Learning of English Grammar for the Twelfth Grade Students|
This study aimed to investigate the effects of game strategy on the learning of English grammar for the twelfth grade students atGazagovernmental schools. To achieve this aim, the researcher adopted the experimental approach. The sample of the study consisted of (80) male students fromPalestineSecondary SchoolinWest Gaza. The participants were divided into two equivalent groups: a control group, 40 students, and an experimental one, 40 students. The educational games strategy was used in teaching the experimental group, while the traditional method was used with the control one in the first term and the first month of the second term of the school year (2009-2010). An achievement test of five scopes with (50) items was designed and validated to be used as a pre and post test, as well as five quizzes, for the purpose of formative evaluation. The achievement test was meant to prove groups equivalence. Besides, it was used as a post test to measure any possible differences between the two groups. The collected data were analyzed and treated statistically through the use of SPSS. The findings indicated that there were statistical significant differences between both groups, favouring the experimental one, and this is due to the method of educational games strategy. Furthermore, implementing the effect size equation, the study revealed that educational game strategy had a large effect size favouring the experimental group. In the light of those findings, the study recommended the necessity of implementing educational game strategy in teaching English language to make better outcomes in students' achievement of English language. Also, the researcher suggested that further researches should be conducted on the effects of games on different English skills, and other school subjects as well.
|Publisher||the islamic university|
|Files in this item|