The Effectiveness of a Proposed Educational Program Based on the Linguistique Theory in Improving Grammatical Thinking Skills for Basic Tenth Grade Students with Different Linguistic Intelligence Levels in Jordan

Abstract

The aim of this study was to determine the effectiveness of a Proposed Educational Program Based and the LinguistiqueTheory in Improving grammatical thinking skills for tenth grade basic school students different Linguistic Intelligence Levels in Jordan. The study employed an experimental methodology using a quasi-experimental design. The sample included (92) male and female students. Participants were randomly assigned to four groups: two experimental groups, comprising )24( female and (23) male students, who were instructed using a program based on linguistic theory, and two control groups, consisting of (23) female and (22) male students, who followed the traditional curriculum. To achieve the the objectives of the study, the proposed educational program, teacher's guide, and grammatical thinking skills test were developed. The (Armstrong, 2002) scale of linguistic intelligence was adopted; and validity and reliability coefficients were calculated; and the test was administered to both groups prior to and following the experiment.

The results revealed statistically significant differences between the experimental and control groups in the grammatical thinking skills test, in favor of the experimental groups. However, no statistically significant differences were observed due to the interaction between the teaching program and varying levels of linguistic intelligence. Based on these findings, the researchers recommended implementing a program grounded in linguistic theory to teach grammatical thinking skills to tenth-grade students.