استراتيجية مقترحة قائمة على التعلم المتمركز حول المشكلة لتنمية تحصيل القواعد النحوية و تطبيقها في الأداء الشفهي لدى طلاب الصف الأول الثانوي

Abstract EN

This study aims at determining the effectiveness of using Problem-Based learning strategy in enhancing grammar achievement, and the ability to apply these grammatical rules within the oral and written language performance.

The quasi-experimental design was used.

The sample was 50 first year students at King Khaled Secondary School.

They were divided into two groups ; one experimental group studied using the selected grammatical rules based on the Problem-Based Learning strategy and one control group studied the same grammatical rules using the traditional way.

An achievement test, oral and written performance tests, teacher and student guides were designed.

After teaching, applying the pre and post instruments and making the suitable statistical analysis, the results indicated the following : The Problem-Based Learning strategy had a great effect in enhancing the different cognitive levels of grammar achievement and on the ability to apply the grammar rules within the oral and written performance correctly.

Also, results indicated that using this strategy enhanced the connection between grammar achievement and grammar application within the oral and written performance.

However, there were significant differences between both the written performance and the oral performance in favor of the written performance.

Some recommendations and suggestions to develop the grammar curricula, grammar teaching strategies and teachers’ training were introduced.