Examining the Impact of Consciousness-Raising and Picture–Word Inductive Model Teaching Methods on Educational Progress of English Grammar

This study has attempted to examine the impact of consciousness-raising and picture–word inductive model teaching methods on educational progress of English grammar of high school girl students studying in the second year of high school. Consciousness - raising teaching method was used for the first experimental group and the picture –word inductive model teaching method was used for the second experimental group. The design of this research was of quasi-experimental type. Furthermore, two-level factorial design was used in this study. Regarding the population of this study (350 subjects), 40 subjects were selected using available sampling method. Educational progress of students were assessed through tests (pretest and posttest) examined by a specialist. Data obtained from this study were analyzed using dependent T and covariance analysis. The results indicated that these two teaching methods had influenced the educational progress of English grammar. However, there was no statistically significant difference between these two methods.

Keywords:

Teaching Method , Consciousness- Raising , Picture-Word Inductive Model , Educational Progress Of English Grammar