The impact of frayer model strategy on EFL pupils' achievement

Abstract EN

Frayer Model strategy is one of many main strategies presented to classroom teachers.

When these strategies are followed step by step, they can have a positive impact on pupils' achievement.

The current study aims at: 1.

Investigating the impact of Frayer Model strategy on EFL pupils' achievement.2.

Investigating the improvement of EFL preparatory pupils' achievement To carry out the study, the hypotheses are posed as the following: 1.

There is no statistical significant difference between the mean scores of the experimental group, which is taught by of Frayer Model strategy and the control group which is taught by traditional method in post-test achievement.2.

There is no statistical significant differences between the mean scores of the experimental group students in the pre-test and post-test achievement.

A sample of the currant study consists of (60) pupils in fourth grade of secondary school scientific branch are derived from AL-Aqeeda schools for girls in Tikrit city.

Two sections are selected as a study sample; Group (A) represents experimental group that includes (30) pupils are taught according to Frayer Model strategy.

Group (B) represents control group which also include (30) pupils who are taught according to the traditional method.

Both groups have been equalized in such variables from Educational level of parent, English grades achievement in previous schooling year, and the pretest of both groups.

A unified posttest which contains ten questions are constructed to collect data.

Face and content validity have been attained.

To analyze the data, different statistical means have been used namely T-test, weighted mean and percentile mean to measure the pupils' post-test.

The results explain that there is a statistically significant difference in the mean scores of the experimental group who is taught according Frayer Model strategy and the control group who is taught by using the traditional method, also there is a statistically significant difference between the mean scores of the experimental group in pre –post tests achievement.