The Effect of Using “Story Grammars” on the Students’ Achievement

The purpose of the study is to investigate the positive effects of applying “Story Grammars” as a teaching strategy on students’ scholastic performance. To achieve this aim, the researchers used the aforementioned strategy in teaching junior and senior college students of pedagogy an advanced course in writing at An- Najah National University/ Faculty of Education during the first semester of the academic year 2004 2005. The researchers used the independent samples t- test to show the equality of means between the experimental group and the control group and to show the significant difference between the same two groups after applying the Story Grammar Approach (referred to herein as SG). Likewise, the researchers used paired samples t- test to show the changes in the experimental group students’ results after applying the SG strategy and to show the changes in the control group students’ results after applying the traditional strategy in teaching. The findings of the statistical analysis are overwhelmingly in favor of incorporating the SG as a pedagogically conducive approach in the teaching of literary genres. The findings of the same experiment have also underscored the fact that there is a significant difference between the two groups in favor of the experimental group due to the application of SG as an effective strategy in teaching. As a consequence, and due to the positive results found, it is highly recommended that this strategy be considered an essential component of the pedagogy being used in teaching EFL and ESL classes.