The Effect of the Idea Filtering Strategy on the Achievement of Fifth-Grade Literary Female Students in English
الكلمات المفتاحية:
Idea Filtering Strategy; EFL achievement; active learning; cognitive load theory; generative learningالملخص
Summary:
This quasi-experimental study aimed to find out the impact of the idea filtering strategy on the English language achievement of the fifth-grade literacy-track-female students in Al-Faraqid Preparatory school for girls – Diyala Governorate-Iraq. Two complete sections were randomly assigned to an experimental section (n = 35) instructed by using the Idea Filtering Strategy and another section (n = 34) instructed by the conventional method for one instructional unit of the curriculum in the second semester. The 50 item post treatment test was used to measure achievement with three sub skills: reading comprehension, inferential vocabulary and grammar in context. Since no individual pretest was given, students' overall school grade prior to the experiment was used as a baseline covariate to statistically validate the group equivalence and to adjust the post-test comparison. Using analysis of covariance, results revealed that overall the instructional method yielded a statistically significant result (F(1, 66) = 13.99, p < .001, margin of difference = 8.30 points for experimental group; Hedges' g = 0.87, 95% CI [0.38, 1.37]). Within scores on individual items, the benefit was limited to reading comprehensions and inferential vocabulary (both meeting Bonferroni-corrected α = .016) but not the grammar-in-context gap. The results substantiate the Idea Filtering Strategy as an effective, low cost intervention for the teaching of reading in the EFL domain which has a localized impact, as opposed to a uniform impact, for the linguistic sub-skills.
المراجع
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