THE IMPACT OF DIRECT AND TRADITIONAL GRAMMAR TRANSLATION METHODS ON THE STUDENT’S PERFORMANCE AT SECONDARY LEVEL: AN EMPIRICAL EVIDENCE FROM BALOCHISTAN

Authors

  • Syed Hussain Shah, Parvez Ahmed Shaikh, Shumaila Kamal Khan

DOI:

https://doi.org/10.52337/pjer.v5i2.534

Abstract

The impact of teaching techniques on secondary school students' performance is investigated in this study. The study also investigates the interaction between teaching approach and medium of instruction on students' language proficiency. Students' data is collected for this purpose from both Urdu and English medium schools. The Direct Method (DM) and the conventional Grammar-Translation Method (GTM) are used to teach the students. To examine the differential influence of teaching styles on student academic progress, statistical analysis employs the General Linear Model and Hierarchical Regression Analysis. The results are stunning. The post-test mean scores of two comparison groups in the Multiple-Choice test, for example, showed significantly difference. The findings show that the language of communication has a big influence on how well pupils do in school. Furthermore, the language of education and the methods of instruction have a significant interaction effect on students' performance. Finally, the students who were taught using the traditional grammatical method had higher mean scores than those who were taught using the direct method. As a result of the findings, it is safe to conclude that the Grammar Translation Technique is both more accurate and more practicable in Asian educational contexts than the direct method.

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Published

2022-06-30

How to Cite

Syed Hussain Shah, Parvez Ahmed Shaikh, Shumaila Kamal Khan. (2022). THE IMPACT OF DIRECT AND TRADITIONAL GRAMMAR TRANSLATION METHODS ON THE STUDENT’S PERFORMANCE AT SECONDARY LEVEL: AN EMPIRICAL EVIDENCE FROM BALOCHISTAN. Pakistan Journal of Educational Research, 5(2). https://doi.org/10.52337/pjer.v5i2.534