The effectiveness of curriculum and instruction alignment program on eighth grade students' achievement in English language

Other Title(s)

فاعلية برنامج محاذاة المناهج و طرق التدريس على تحصيل طلبة الصف الثامن باللغة الإنجليزية

Dissertant

Hamid, Wafa Tahsin

Thesis advisor

Abu Zaynah, Farid K.

Comitee Members

Furayhat, Salih Mahmud
Hantulih, Ayman Bashir
Jafar, Fatimah Abd al-Halim

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

2015

English Abstract

The purpose of this study was to investigate the effectiveness of curriculum and instruction alignment program on eighth grade students' achievement in English Language in Marj Al Hamam Basic School.

The study also aimed at investigating the effectiveness of this program on their achievement in each of the four skills of English language.

It attempted to answer the following questions:- - Is there a significant effect on the eighth grade students' achievement in English as a foreign language due to the Curriculum & Instruction Alignment program? - Is there a significant effect on the eighth grade students' achievement in each of the four skills of English language (i.e.

listening, speaking, reading and writing) due to the Curriculum & Instruction Alignment program? The present study utilized the quasi experimental design since its groups were purposefully chosen from the eighth grade.

The population of this study consisted of all eighth grade students who were enrolled at the first semester of the academic year 2014/2015 at Marj Al Hamam Basic School in Wadi El Sir Directorate of Education in Amman in Jordan and formed (207) students.

The study sample consisted of (90) students at the eighth grade at the same school.

The study subjects were divided into two groups, experimental and control group.

The two groups were found to be equal in their final grades in the seventh grade in English language.

The cooperative teacher instructed and assessed the subjects in the experimental group by using an instructional program based on curriculum alignment, whereas she taught and assessed the subjects in the control group by using the traditional teaching method.

The instruments of the study were the achievement test based on the instructional material of eighth grade, the four-skill test which was designed by the researcher and an instructional program based on curriculum alignment.

The validity of these instruments had previously been approved by a jury of judges.

The results of the present study showed that there are statistically significant differences at (= 0.05) in eighth grade students' achievement in favor of the experimental group.

Results also showed that subjects got the highest mean in the reading skill, while the means for the experimental group and the control group were (7.59) and (6.37) respectively.

The results for the writing skill were as follows: the means for experimental and control groups were (7.09) and (6.00) respectively.

As for the listening skill, the mean for the experimental group was (4.45) and for the control group was (3.35).

The lowest means were for the speaking skill as the means were (3.50) and (2.41) for the experimental and control groups.

The researcher recommended that teachers should focus on aligning the curriculum, and that the Ministry of Education should take into consideration aligning the curriculum to suit the general learning outcomes that are stated in the curriculum document of the eighth grade for the English language.

Main Subjects

Educational Sciences

No. of Pages

77

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-722936