Paper Information

Journal:   CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES   WINTER 2015 , Volume 11 , Number 16 (43); Page(s) 24 To 36.
 
Paper: 

THE STUDY OF THE INDUCTIVELY TEACHING ENGLISH ON STUDENTS LEARNING: CONSIDERING THE THIRD GRADE OF JUNIOR HIGH SCHOOL STUDENTS

 
 
Author(s):  FALAHI VIDA*, OJINEZHAD AHMAD REZA, GANE SEDIGHE, GANE ZAHRA
 
* ISLAMIC AZAD UNIVERSITY, MARVDASHT, IRAN
 
Abstract: 

Inductively and deductively teaching methods are compared in this paper to study how they effect on English learning of third grade of junior high school students in two cities of Shiraz. The research method was of quasi-experimental type, using pre and post tests for two experimental groups. Amongst the junior high schools, in Shiraz, one boy school and one girl school were selected by randomizing. Then, in each school, two classes were selected randomly, too: one as an inductive experimental group and the next class as a deductive group. Measurement test was of the thirty-questions test about comprehension and grammar. Since this test was standardized, its validity and reliability had been confirmed; the first by some teacher, professors, and head teachers in Shiraz educational organization and the second by Coronbach’s Alpha as %76. The experimental groups, then, have been taught both inductively and deductively. In the end, post-test was given to these four groups. By Using co-variance analysis and an independent group t-test, data, then, have been analyzed. The findings showed that experimental groups were significantly different; in that, the scores of students, being inductively taught, were better than those of deductive one. Regardless of the last hypothesis saying that there is a significant relationship between boys and girls in comprehension, in deductive method, most hypothesis of this research have been verified. It is, therefore, concluded that inductive method is much more effective than the deductive one. Considering the coming hypothesis, it is to say that this very method has been more effective on the girls; however, in the last hypothesis, this relationship is not significantly meaningful. What being resulted, therefore, is that, generally, inductive teaching method is so beneficial in English learning.

 
Keyword(s): INDUCTIVE TEACHING METHOD, DEDUCTIVE TEACHING METHOD, EDUCATIONAL IMPROVEMENT, COMPREHENSION, GRAMMAR, JUNIOR HIGH SCHOOL
 
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