The effect of using team–based learning strategy on university students' achievement in english : short story

الملخص EN

This study aims to: 1.

Find out the effect of Team-Based Learning strategy (TBLS) on university students' achievement in English short story.

2.

Find out whether there is any significant difference between students' achievement at the recognition level on one hand, and their achievement at the production level, on the other hand.

3.

Find out whether there is any significant difference between the achievement of male students and that of females in English short story.

The following hypotheses have been formulated in order to be verified: 1.

There is not any significant difference between the mean scores of the experimental group and that of the control group in the post -test.

2.

There is not any significant difference in the mean scores of students' performance at the recognition and production levels.

3.

There is not any significant difference in the mean scores of students' performance between males and females, in the posttest.

The sample of this study consists of sixty EFL second-year students that represents 40.81 percent of its original population and divided into two equal groups.

To fulfill the aims of this study an experiment has been designed.

The two groups have been taught the same instructional material (short stories)for a period of twelve weeks.

The experimental group has been taught according to the TBLS, while the control group has been taught according to the traditional way.

An achievement test has been constructed, validated, and applied to the two involved groups.

The required data has been collected and analyzed statistically.

The obtained results are as follows: 1.

There is a significant difference between the achievement of the two groups, and in favour for the experiment group.

2.

The students' performance at the production level is better than their performance at the recognition level.

3.

There is not any significant difference in the mean scores of students' performance between male and female students.

This indicates that TBLS is more effective than using the traditional way for teaching English short stories.

Finally, the study ends up with a number of conclusions, recommendations and suggestions.

This study aims to: 1.

Find out the effect of Team-Based Learning strategy (TBLS) on university students' achievement in English short story.

2.

Find out whether there is any significant difference between students' achievement at the recognition level on one hand, and their achievement at the production level, on the other hand.

3.

Find out whether there is any significant difference between the achievement of male students and that of females in English short story.

The following hypotheses have been formulated in order to be verified: 1.

There is not any significant difference between the mean scores of the experimental group and that of the control group in the post -test.

2.

There is not any significant difference in the mean scores of students' performance at the recognition and production levels.

3.

There is not any significant difference in the mean scores of students' performance between males and females, in the posttest.

The sample of this study consists of sixty EFL second-year students that represents 40.81 percent of its original population and divided into two equal groups.

To fulfill the aims of this study an experiment has been designed.

The two groups have been taught the same instructional material (short stories)for a period of twelve weeks.

The experimental group has been taught according to the TBLS, while the control group has been taught according to the traditional way.

An achievement test has been constructed, validated, and applied to the two involved groups.

The required data has been collected and analyzed statistically.

The obtained results are as follows: 1.

There is a significant difference between the achievement of the two groups, and in favour for the experiment group.

2.

The students' performance at the production level is better than their performance at the recognition level.

3.

There is not any significant difference in the mean scores of students' performance between male and female students.

This indicates that TBLS is more effective than using the traditional way for teaching English short stories.

Finally, the study ends up with a number of conclusions, recommendations and suggestions.