The effect of using language games and problem solving strategies on Jordanian lower basic stage students' writing skills

Other Title(s)

أثر استخدام استراتيجيتي الألعاب اللغوية و حل المشكلات في مهارات كتابة الطلبة الأردنيين في المرحلة الأساسية الدنيا

Dissertant

al-Nmrat, Mutih Muhammad Ahmad

Thesis advisor

Husayn, Riyad Fayiz Isa

Comitee Members

al-Makhzumi, Khalaf Falah
al-Jadri, Adnan Husayn
al-Sharah, Nail D.

University

Amman Arab University

Faculty

Faculty of Educational Sciences and psychological

Department

Department of Curriculum and Instruction

University Country

Jordan

Degree

Ph.D.

Degree Date

2005

English Abstract

This study aimed at investigating the effect of using language games and problem solving strategies on Jordanian lower basic stage students' English writing skills in Amman Fourth Directorate of Education. The study attempted to answer the following question; What is the effect of using language games and problem solving strategies on fifth grade students' English writing skills? Specifically, the study sought to address the following two hypotheses: 1.

There were statistically significant differences in the mean scores of writing skills between the experimental groups and the control group due to the strategies of teaching. 2.

There were statistically significant differences between the mean scores of writing skills due to the interaction between gender and strategies of teaching. The subjects of the study consisted of three male fifth grade sections and three female fifth grade sections.

One section –the control group was taught via the traditional method- and the first experimental group was taught via the language games strategy and the second experimental group was taught via problem-solving strategy. The validity of the achievement test was confirmed by a group of specialized jury, faculty members, English Language supervisors and teachers and curricula and textbooks members. The reliability of the achievement test-test retest- was established by using Pearson Equation Correlation method.

The reliability was (0.81).

This result was acceptable. To answer the hypotheses of the study, Analysis of Covariance of Variance- ANCOVA- and means and standard deviations were used. The findings of the study revealed that both strategies affected the fifth grade students' writing skills.

Specifically, the study showed that: -There were statistically significant differences between the mean scores of writing skills due to the method of teaching. -There were no statistically significant differences in the mean scores of writing skills due to the interaction between gender and strategies of teaching. In the light of the findings of the study, the researcher recommended that adequate courses for training English language supervisors and teachers on how to prepare and use language games and problem solving activities be held by the Ministry of Education, and relevant language games and problem solving activities for teaching the writing skills be incorporated in fifth grade English textbooks.

Moreover, the Ministry of Education should think of other strategies and factors that may affect the teaching learning process of the English Language skills in general and the writing skills in particular.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Educational toys
• Learning
• Second language learning
• Jordan
• English language

No. of Pages

224

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-435456