Effect of Inductive Grammar Instruction on The Achievement of Elementary School Students

Abstract

Key objectives of the study are to (1) determine the effectiveness of the inductive method in augmenting the students achievement in English grammar and (2) compare the perceptions of students in the experimental group (whom intervention of inductive method was given) and control group (who were taught through traditional, i.e. deductive process) regarding teaching methods used for them. Following quasi-experimental design termed as a pretest, post-test control group, two sections of class 8th with 30 students constituted the sample. A 53 items achievement test was used for pre and post-test. The experimental group was exposed to an intervention of teaching tenses through inductive method for 34 days. Meanwhile, the deductive method was used for the control group. Lastly, a 16 items questionnaire was employed to figure out students perceptions. Findings of the intervention study substantiated the usefulness of the inductive method for teaching English grammar. The descriptive study exposed the inductive method as more effective, enjoyable, motivating, exciting and interactive.