The effectiveness of the inductive versus deductive methods in teaching passive voice to first secondary students in Al-Ahsa)‎

Abstract EN

This study aimed at comparing the effects of the inductive and deductive ways of teaching on learning passive voice in the English Language.

More specifically, the study tried to find out if there were any statistically significant differences at (α ≤ 0.05) in the students’ achievement according to way of instruction, stream of study and the interaction between them.

The sample of the study consisted of 80 scientific and literary male students who were divided into two groups, inductive and deductive.

This sample was given a pre- test to find out if there was a statistically significant difference at (α ≤ 0.05) between the means of students’ achievement.

After conducting the experiment, a post- test was given to the students in both groups.

Results indicated a statistically significant difference at (α ≤ 0.05) between students’ achievement on passive voice according to the way of instruction, and stream of study.

Moreover, results showed statistically significant differences at (α ≤ 0.05) between students’ mean scores according to the interaction between the way of instruction and the stream of study.