The effect of using context- based learning strategy REACT on developing secondary stage students’ achievement in grammar, motivation and the transfer of learning on their oral performance

Abstract

The current study aimed to determine the effect of using context- based strategy REACT on developing secondary stage students’ achievement in grammar, motivation and the transfer of learning on their oral performance. The grammar lessons in the first secondary grade students’ textbook for the first term were used, the teacher’s guide and the student’s worksheet were prepared. A grammar achievement test, a motivation questionnaire and an oral performance test were prepared as well. The study had two groups: one experimental group and one control group (first secondary grade students). The tools of the study were pre administrated to both the experimental group and control group. The prepared grammar lessons were introduced according to the steps of the context-based strategy REACT. The tools were post administered to the experimental group and the control group. The obtained data from the pre and post administration of the tools were analyzed. The statistical analysis of the data showed a large effect of the context- based strategy (REACT) on developing secondary stage students’ achievement in grammar, motivation and a positive transfer of learning on the oral performance of the experimental group students