The Impact of Curriculum Theater Strategy on the Achievement of Arabic Grammar Among Second Grade Middle School Students

Abstract

The current research aims to determine the impact of the "Curriculum Theater" strategy on Arabic language grammar achievement among second-grade intermediate students. A sample of 70 second-grade intermediate students was selected and divided into two groups: the first experimental group consisted of 35 students, while the control group also comprised 35 students. The experimental group was taught using the "Curriculum Theater" strategy, while the control group learned the subject in a traditional way.

The researcher rewarded both groups in the following variables: chronological age (measured in months), father's education level, mother's education level, and a pre-test for language proficiency.

The researcher implemented the experiment at the beginning of the first semester of the academic year (2022-2023) and continued it for a full semester. The researcher used statistical methods such as Chi-square, independent sample t-test, and the Kuder-Richardson equation. At the end of the experiment, the researcher conducted an achievement test for both the experimental and control groups. The results indicated a statistically significant difference at the significance level of 0.05 between the two groups in favor of the experimental group.