The Effect of Using Inductive and Deductive Methods on 7th Grade Students’ Achievement in Grammar in Bethlehem District and their Attitudes toward EFL

Abstract

This study aims to investigate the effect of using the inductive and deductive methods on 7th grade students’ achievement in grammar in Bethlehem District and their attitudes toward EFL. To achieve the purpose of the study, the researchers applied the instruments to a purposeful sample from 7th grade students at two schools, one for boys and the other for girls. Two groups, the experimental and the control ones were used in this study. The experimental group was taught by the inductive and deductive methods, and the control group was taught by the traditional method. To answer the main research question whether the inductive and deductive methods are more effective in teaching grammar rather than the traditional way, the researchers used a pre and post-tests to measure students' achievement in grammar. The researchers also designed a questionnaire to measure students' attitudes toward English as foreign language (EFL). In this study, the researchers used the quasi-experimental design and the used Analysis of Covariance (ANCOVA) for measuring the contrast between the experimental and control groups. The research concluded that there are statistical significant differences between the mean scores of 7th grade students' achievement in grammar, due to interaction between teaching method and gender and the differences were in favor of the male students in the experimental group. Also, the results showed that there are no statistical significant differences between attitudes towards EFL, due to interaction between teaching method and gender.