The effect of teaching Arabic grammar according to functional education in the achievement of female students fourth grade literary
Summary
This Iraqi education study asks whether the functional approach to teaching Arabic grammar improves the grammar achievement of female fourth-grade literary-stream secondary students. The functional approach presents rules inside meaningful classroom situations and focuses on how words connect to express meaning. The author starts from a long-standing problem: students remain weak in grammar despite many earlier studies.
The design was experimental, with two groups. A random sample of 51 students in the centre of Misan Governorate was split randomly into an experimental group taught functionally and a control group taught conventionally. The groups were first checked for equivalence on their Arabic marks from the previous school year. The researcher wrote behavioural objectives and lesson plans for seven grammar topics and taught both groups herself for ten weeks. She then gave a purpose-built achievement test whose validity and reliability had been established.
The experimental group scored significantly higher, at the 0.05 level. The author therefore recommends functional teaching of grammar and calls for follow-up studies.
Key points
- Sample: 51 female fourth-grade literary students from Misan Governorate, with 25 in the experimental group and 26 in the control group, assigned randomly.
- Group equivalence was verified using Arabic-language grades from the 2015–2016 school year.
- Materials: 30 behavioural objectives spanning seven grammar topics, plus lesson plans for each group. The same researcher taught both groups over 10 weeks.
- Outcome measure: a 30-item achievement test with three kinds of questions, checked for validity and reliability.
- Statistics were T-Test, Pearson correlation and the Spearman-Brown formula. The difference significantly favoured the functional group (p < 0.05).
Interesting ideas
- I1. Match the compared groups on a prior baseline score before the intervention, so that any later gap cannot simply reflect unequal starting ability. — For Mova (learn): Before comparing two parser or training variants, confirm that their evaluation slices are comparable in difficulty, for example on a prior-model score, so the measured gain belongs to the variant.
- I2. Have one person deliver both conditions, which removes the instructor as a hidden variable and leaves only the method different. — For Mova (learn): Compare variants with the same LLM teacher tier, silver data and pipeline settings, changing exactly one component per experiment.
- I3. Teach grammar through its role in conveying meaning and linking words, rather than as isolated rules to memorise; competence then shows in use, not in recitation. — For Mova (frames): Treat each UD relation as evidence for who-did-what-to-whom, and judge the parser partly by whether its arcs yield correct VerbNet roles, not only by attachment scores.
- I4. Derive the test from an explicit list of objectives per topic and mix several question formats, so that coverage is planned rather than accidental. — For Mova (answer): For school-course tests, list the skills each grammar or reading unit targets and generate items in several formats per skill, so failures can be traced to a specific skill.
- I5. Estimate a test's reliability with a correlation-based correction such as Spearman-Brown before trusting its scores, because an unstable test can manufacture or hide effects. — For Mova (answer): Split Mova's benchmark question sets into halves and check that the scores agree, so that small evaluation sets are not over-read.
Institutions
Cite
@inproceedings{2022effect,
title = {{The effect of teaching Arabic grammar according to functional education in the achievement of female students fourth grade literary}},
author = {الحسيني, م. وصال مؤيد خضير},
booktitle = {مجلة اداب ذي قار 1},
year = {2022},
doi = {10.32792/tqartj.v1i38.321},
url = {https://doi.org/10.32792/tqartj.v1i38.321}
}References
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