Please use this identifier to cite or link to this item:
Title: Effectiveness of Inductive Approach in Developing Grammar Teaching Competence Among Prospective Teachers
Authors: Shamim-ur-Rasul, Sahibzada
Keywords: Social Sciences
Issue Date: 2021
Publisher: University of Sargodha, Sargodha.
Abstract: The study aimed to analyze the effectiveness of inductive approach on developing grammar teaching competence of prospective teachers. Grammar was taught through inductive approach and traditional teaching to prospective teachers enrolled in BS Education programme. Objectives of the study were to; (i) explore the effect of inductive approach for grammar teaching on grammatical knowledge of prospective teachers, (ii) find out the effect of inductive approach for grammar teaching on teaching competence of prospective teachers, and (iii) to determine the effect of inductive approach for grammar teaching on grammatical knowledge of secondary level students. Prospective teachers studying in all the public sector universities situated in Punjab were included in the population. The study was delimited to the prospective teachers who were enrolled in BS Education programme in University of Sargodha, Pakistan. Two sections of BS Education semester V were conveniently selected as sample of the study; one section (A) was randomly selected as treatment group and section (B) as control group. Quasi experimental randomized pretest-posttest control group design was adopted with one independent and one dependent variable. First research tool, test of grammatical competence, was developed and used as pre-test and post-test. Treatment lasted for twelve weeks during which, treatment group was taught grammar through inductive approach whereas control group was taught through traditional teaching. Halliday‘s Systemic Functional grammar was applied through inductive approach in treatment group. After the treatment, the prospective teachers were sent to teaching practice as part of their scheme of studies. Second research tool; observation schedule developed for classroom observation was applied. Grammar teaching competence of the prospective teachers from the treatment group was assessed through classroom observation. Third research tool, test of grammatical knowledge for secondary school students, was developed and used as pre-test and post-test on the secondary school students to assess the effectiveness of grammar teaching of the prospective teachers during their teaching practice in actual classroom. Results indicated better performance of the prospective teachers taught grammar through inductive approach in grammatical competence, grammar teaching competence during classroom observation, (p-value < 0.05) and effectiveness of their teaching on the grammatical knowledge of secondary school students. It was recommended that inductive approach should be applied in teaching grammar at school and higher education level as it was student centered and instrumental in using English for day to day communication. Research implication may be that Inductive approach for teaching grammar is proved to be a successful approach. So, it may be incorporated and highlighted in the teacher education curriculum of English.
Gov't Doc #: 25207
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

Files in This Item:
File Description SizeFormat 
sahibzada Shamim ur rasul 2021 uos sargoda.pdfPhd.Thesis2.27 MBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.