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|Title||The Impact of Smart and Non-Smart Styles of VAKT Approach on 4th Graders' English Spelling|
|Title in Arabic||اثر الاساليب الذكية و غير الذكية لطريقة على التهجئة باللغة الانجليزية لدى تلامذة الصف الرابع الاساسي|
The study aimed at investigating the impact of smart and non-smart styles of VAKT approach on 4th graders' English spelling. To achieve the aim of the study, the researcher adopted the experimental approach, three-group design. The researcher selected a sample of (96) fourth graders from Al-Shejaeia elementary Co-ed "B" school. The participants were distributed at the beginning of the year into three equivalent groups; two experimental groups and a control one, each of which consisted of (32) students. The researcher prepared two tools to collect data: Content analysis and a spelling test to measure the equivalence of the groups and to find if there were any significant differences among the three groups. The data of the study were analyzed using one way ANOVA. Scheffe Post Hoc test matrix was used to identify the direction of differences among the fields and T-Test paired sample was used to measure the mean scores of the experimental groups' results of the pre- and post-tests. Effect size technique was used to measure the effect size of smart and non-smart styles of VAKT approach on the experimental groups. The findings of the study revealed that there were statistically significant differences at (0.01) among the three groups at the level of spelling between the 2nd experimental group and both the 1st experimental group and control group in favor of the 2nd experimental group, and there were statistically significant differences between 1st experimental group and control group in favor of the 1st experimental group. The results also showed that there were statistically significant differences between the mean scores of the pretest and posttest results at (α = 0.05) in English spelling in favor of the post-test for the 1st experimental group. There were also statistically significant differences between the mean scores of the pretest and posttest at (α = 0.05) in English spelling in favor of the post-test for the 2nd experimental group. Moreover, the results of the effect size indicated the large effect size of the smart style of VAKT Approach on 4th graders' English Spelling in the Total degree of English spelling. Another finding related to the effect size indicated the large effect size of the non-smart style of VAKT Approach on 4th graders' English spelling in the total degree of the English spelling test. In the light of those results, the researcher recommended the necessity of using the smart and non-smart styles of VAKT approach in teaching young learners English spelling. The researcher also suggested that further research should be conducted to explore the effect of the use of smart and non-smart styles of VAKT approach on teaching other skills or other school subjects and students' attitude towards this approach.
|Publisher||الجامعة الإسلامية - غزة|
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