The Impact of Using Drama in Teaching Arabic Syntax on the Achievement Among Tenth Grade Female Students

Abstract

This study aimed at measuring the effect of using drama in
teaching Arabic syntax on the achievement among tenth grade female
students compared with teaching them by the traditional class method.
The study used selective sampling. The sample consisted of (120)
female tenth grade students from two schools. The sample was chosen
from four sections. The students divided equally into an experimental
group (60 female students), and control group (60 female students).
The experimental group was taught the Syntax by using drama
whereas the control group was taught by the traditional method. The
text-based instructional material for the experimental group was
prepared by the researchers from a unit in the Arabic syntax textbook
for the tenth grade. To answer the study question, the researchers
prepared an achievement test which was administrated for both the
experimental and the control groups. For data analysis, the
researchers used ANCOVA to compare the post-test score means of
the experimental and the control groups after removing the impact of
the pre-test scores. The study found that there were statistically
significant differences between the achievements of the two groups at
(α=0.05) in a favor of the experimental group, which had been
instructed through the drama method..(