Abstract
Aim: In this research, the influence of Jordanian parents on their children's English language development in sixth grade is examined. The study's goals could only be met with the help of a pre- and post-test designed to evaluate the participants' English language skills. There were fifteen English-language questions on the test. Method: Female students in sixth grade from two public schools in the Irbid 1st Directorate of Education served as the study's sample (92). There were 46 in the control group and 46 in the experimental group. The teachers' guide group followed the conventional approach, while the experimental group used the Parents' Participation strategy. Results: By comparing the pre- and post-test scores of the experimental and control groups, the study determined whether or not parental participation improved sixth graders' speaking abilities. In comparison to the control group, which had a pretest mean of 60 (standard deviation=9) and a posttest mean of 70 (standard deviation=10), the experimental group that included parents had higher scores on both the pretest and posttest (mean=65, SD=8). In spite of these gains, there was no statistically significant difference in the groups' overall teaching strategies according to the ANOVA results (F value=1.25, p=0.267). This suggests that parental involvement may result in higher scores, but it does not necessarily affect the effectiveness of the tested teaching strategies. Additionally, the results showed that the experimental group routinely beat the control group, which is encouraging but not conclusive evidence of a substantial effect on the improvement of students' public speaking abilities. Received: 12 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024
Published Version
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