Inductive Approach and Grammatical Awareness of Student Teachers

Abstract

To assess the effectiveness of inductive approach for teaching grammar on grammatical awareness of student teachers was the major objective of the study. The difference between the achievement scores in grammatical awareness test of the student teachers treated with inductive grammar teaching approach and the student teachers in traditional approach group is not significant- was the major hypothesis. The study was quasi experimental in nature. Pre and post tests were conducted by using a self-developed grammar achievement test. Two class sections of BS Education were selected conveniently and randomly labelled as control and experimental group. Inductive approach for teaching grammar was applied in the experimental group whereas control group was dealt with traditional grammar teaching. Results indicated that the student teachers taught through inductive grammar teaching approach performed better in test of grammatical awareness than the student teachers taught through traditional teaching. Difference in man achievement score among high, low and average achievers in the treatment group was not significant in test of grammatical awareness. Similarly, the difference in mean achievement score was also not significant between female and male student teachers in the treatment group.