The Effi ciency of Using the ‘Learning Cycle’ Strategy in Acquiring Arabic Grammatical Concepts: A Study Applied to Grade-Nine Students in Jordan

Abstract

Applied to grade 9 students in Jordan, this study aimed at examining the effi ciency of using the 'learning cycle' strategy in acquiring Arabic grammatical concepts. A sample of 124 students was approved, which was distributed over two schools (boys and girls) and in two groups. The experimental group was taught the subject instructional material through the learning cycle strategy with 29 males and 35 females, whereas the control group was taught through the same material through the traditional program with 32 males and 28 females. In terms of fi ndings, there were found statistically signifi cant differences in the subjects' achievement in acquiring Arabic grammatical concepts, in favor of the experimental group. Statistically signifi cant differences were also found due to gender in favor of females. Whereas no statistically signifi cant differences were found due to the interaction between group/teaching strategy and gender. ABSTRAK Kajian ini bertujuan untuk memeriksa kecekapan menggunakan strategi 'kitaran pembelajaran' dalam memperoleh konsep tatabahasa Arab yang digunakan untuk pelajar gred 9 di Jordan. Seramai 124 orang pelajar (lelaki dan perempuan) telah dijadikan sampel kajian. Soal selidik telah diedarkan di dua sekolah dan dibahagikan dalam dua kumpulan. Kumpulan eksperimen diajar bahan pengajaran subjek melalui strategi kitaran pembelajaran yang terdiri daripada 29 orang pelajar lelaki dan 35 orang pelajar perempuan. Manakala kumpulan kawalan diajar melalui bahan yang sama melalui kaedah tradisional dengan 32 orang pelajar lelaki dan 28 orang pelajar perempuan. Dapatan kajian menunjukkan bahawa terdapat perbezaan statistik yang signifi kan dalam pencapaian mata pelajaran dalam memperoleh konsep tatabahasa Arab yang memihak kepada kumpulan eksperimen. Terdapat juga perbezaan yang signifi kan dari segi jantina di mana dapatan memihak kepada wanita. Manakala tidak terdapat perbezaan yang signifi kan secara statistik antara faktor interaksi dengan strategi pengajaran bagi kumpulan dan jantina.