The current study aims at Assessing the average level of the 5th year preparatory school pupils' achievement in English, finding out whether there is any significant difference between the EFL pupils' achievement of the experimental group and that of the control group in the posttest and finding out whether there is any significant difference between the pupils' achievement of the experimental group on pretest and posttest. In order to achieve the aims of the study three hypothesis are set. First, there is a significant difference between pupils' general achievement and the theoretical mean at the (0.05) level of significance. Second, there is statistically significant difference between the mean scores of the experimental group's achievement, which is taught by the 6T's strategy for teaching, and the mean scores of the control group's achievement, which is taught by the conventional method in the posttest. Third, there is a statistically significant difference between the mean scores of the experimental groups' achievement in the pre and posttest. To attain the aims and verify the hypotheses, a sample of sixty pupils have been randomly derived from the fifth grade at Al-Masour School for Boys in Biji Salh Aldeen during the academic year 2021-2022. The sample is divided into two groups: the experimental group which is taught using the 6T's strategy, and control group which is taught according to the traditional method. Each group contains 30 pupils. There is a significant difference between the achievement of the two groups and in favour of the experimental group. The results also indicate that there are statistically significant differences between the pupils' achievement in the experimental in the pre-test and their achievement in the post-test in favour of 6T's strategy
Abdurrahman, Isra’a Burhanuddin and Kurdii, Layla Madlool
"The Effect of 6T's Strategy on EFL Pupils' Achievement,"
Journal of STEPS for Humanities and Social Sciences: Vol. 2
, Article 51.
Available at: https://doi.org/10.55384/2790-4237.1279
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