The Effect of an Integrative Skills Program on Developing Jordanian University Students' Achievement in English

Abstract

This study aimed at investigating the effect of an integrative program, the effect of gender and the interaction between gender and the program on developing Jordanian university students' achievement in English .The participants of the study were 122 university students. The study adopted a quasi-experimental design. The data were collected using an achievement test which was validated and its interscorer reliability was ensured. ANCOVA was used to analyze the students' full degrees while MANCOVA was used to analyze their sub degrees of the test. The results revealed a significant difference between the adjusted mean scores of students' achievement in the posttest and a significant difference between the adjusted means for the students' achievement in the parts of the posttest. The results showed no significant difference between the adjusted mean scores of students due to gender and the interaction between gender and the teaching method. They also showed a significant difference between the means of the students' achievement in structures due to the interaction between the teaching method and gender in favor of the male while there was no statistically significant effect in vocabulary and reading comprehension.