The Effect of Using “Story Grammars” on the Students’ Achievement

Abstract

The purpose of the study is to investigate the positive effects of

applying “Story Grammars” as a teaching strategy on students’ scholastic

performance.

To achieve this aim, the researchers used the aforementioned strategy in

teaching junior and senior college students of pedagogy an advanced course

in writing at An- Najah National University/ Faculty of Education during the

first semester of the academic year 2004 2005.

The researchers used the independent samples t- test to show the equality

of means between the experimental group and the control group and to show

the significant difference between the same two groups after applying the Story

Grammar Approach (referred to herein as SG). Likewise, the researchers used

paired samples t- test to show the changes in the experimental group students’

results after applying the SG strategy and to show the changes in the control

group students’ results after applying the traditional strategy in teaching.

The findings of the statistical analysis are overwhelmingly in favor of

incorporating the SG as a pedagogically conducive approach in the teaching

of literary genres. The findings of the same experiment have also underscored

the fact that there is a significant difference between the two groups in favor

of the experimental group due to the application of SG as an effective strategy

in teaching. As a consequence, and due to the positive results found, it is

highly recommended that this strategy be considered an essential component

of the pedagogy being used in teaching EFL and ESL classes.