The Effect of Multiple Teaching Strategies on Student Grammar Achievement

Abstract

The purpose of this study was to determine the effect of grammar instruction, delivered through a combination of direct instruction, grammar in a literary context, and grammar in a writing context, on grammar achievement scores of high school English students. The measurement tool was a multiple-choice grammar pretest and posttest. The sample consisted of twenty-eight general education students in an 11th grade English class. The study was conducted over a four-week time period, and the treatment produced positive results. It was determined that significant improvement on grammar assessment was achieved by teaching students through a mix of direct instruction and grammar in context. Research should continue in this area with a focus on combining multiple teaching strategies, conducting studies for extended periods, and utilizing student writing as an assessment tool.