Teaching and Learning of Grammar at the Basic Level of Education: Revisiting Inductive Teaching Approach
Education Journal
Volume 6, Issue 1, January 2017, Pages: 51-62
Received: Aug. 19, 2016; Accepted: Jan. 4, 2017; Published: Feb. 22, 2017
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Gifty Edna Anani, Department of Public Relations, Faculty of Communication and ICT, University of Professional Studies, Accra, Ghana
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Literature on approaches to teaching grammar favours the inductive approach as a better strategy for building students’ grammatical and communicative skills than the deductive approach. This present study investigated whether pupils who were taught grammar through the inductive approach would do better than those taught through the deductive approach. The design chosen for the study is the quasi experimental placed in a mixed method paradigm. Data were collected from a sample of 99 participants (comprising 27 Junior High School English Language teachers and 72 pupils). Data were collected using class tests and observation. Data was analyzed by the use of Statistical Package for Social Sciences (SPSS). Findings indicate that those who were taken through inductive teaching showed better skills than those who were taken through the deductive method. Finally, it is recommended that teachers of English Language adopt the inductive teaching approach to teach grammar because it helps students to grasp grammar rules easily.
Grammar, Inductive Teaching, Deductive Teaching, Action Research, Acquisition
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Gifty Edna Anani, Teaching and Learning of Grammar at the Basic Level of Education: Revisiting Inductive Teaching Approach, Education Journal. Vol. 6, No. 1, 2017, pp. 51-62. doi: 10.11648/j.edu.20170601.17
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