The Effect of using visual aids on the achievement of tenth grade students in english in nablus government schools

Khalid A. Dwekat The purpose of this study was to investigate the effect of using non-projected visual aids on the achievement of 10th grade students in English in Nablus governmental schools. The study aimed at answering the following questions: Are there significant differences in the achievement of tenth grade students taught English by using a variety of non-projected visual aids and those taught by the traditional method based on the textbook only? Are there significant difference in the achievement in English between the tenth grade students due to sex of the students (male, female)? The sample of the study consisted of (126) students (67 males and 59 females) distributed on four sections in two schools: one for males and the other for females. Each sex group was divided into two groups randomly. The first group was the experimental group which has been taught by using non-projected visual aids while the second group was the control group which has been taught the same material but through the traditional method of instruction and without using visual aids. The researcher prepared a number of non-projected visual aids as supplementary materials to be used with the experimental groups in both male and female schools. These visual aids included postcards, photographs, graphs, diagrams, charts, wall pictures, maps, real objects, drawings posters, models, and demonstration. The instructional material was selected from the tenth grade curriculum (Petra 6) and included two units: unit 21 entitled (Tourism) and unit 22 entitled (Using Solar Power). The experiment lasted for three weeks during which fifteen classes were covered. The results of the analysis indicated the following: There are significant differences at (µ = 0.05) between the achievement of tenth grade students taught English by using a number of visual aids and that of those students taught the same material by means of the traditional method of instruction, and the difference was in favor of the experimental group. And there are no significant difference at (µ = 0.05) between the achievement of male and female students who learn English by visual aids. And there are no significant differences at (µ = 0.05) in the achievement  of tenth grade students in English due to the interaction between sex of the student and methods of instruction. By Khalid A. Dwekat Supervisor Dr. Fawaz Aqel 1998  Zajel / An-Najah National University