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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2023 / Volume: 12 Issue: 4

The Effect of Action-Oriented Approach on Low-Performing Students’ Achievements

Ismail Hakkı Mirici(HACETTEPE UNIVERSITY)0000-0002-0906-0259
Şeyda Sarı Yıldırım(NECMETTIN ERBAKAN UNIVERSITY)0000-0001-9290-9809
Tugba Gürhan(NECMETTIN ERBAKAN UNIVERSITY)0000-0003-2681-1971
Pages
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Publication Date
2023-10-10
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Moreover, according to the parents’ interview forms, it was understood that there has been a positive change in the attitudes of students toward English lessons and learning English.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Teaching a foreign language to low-performing students necessitates thinking multi-dimensionally.
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Key Findings & Data:This study was conducted during 4 weeks with a 1-hour duration of 12 classes.
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Conclusion & Impact:Moreover, according to the parents’ interview forms, it was understood that there has been a positive change in the attitudes of students toward English lessons and learning English.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Action Oriented Approach · CEFR · Low Performing Students

Abstract

Teaching a foreign language to low-performing students necessitates thinking multi-dimensionally. It is not only to convey the knowledge to the students, but also it is to be able to take into consideration their needs, expectations, interests, and backgrounds. Thus, educators use some approaches as a base and apply a lot of teaching methods to provide learning in the best way according to their students. However, it is not easy to reach all of the students. Thanks to the CEFR (Common European Framework of Reference)’s Action Oriented Approach (AOA), educators can reach the objectives of their curriculum even by considering Inclusive Education and increasing the active participation of low-performing students. In this study, it is aimed to determine how an AOA is effective in low-performing students’ achievements. This study was conducted during 4 weeks with a 1-hour duration of 12 classes. A quasi-experimental method with one pretest-posttest group and the sequential explanatory pattern was employed to explain and narrate quantitative results of the effect of the AOA on low-performing students’ achievements. There were 9 students 3 girls, and 6 boys who were in 8th grade (13-14 years old). They were chosen according to their cumulative grade point average (GPA) in English lessons the previous year. All of the students had a standardized achievement pretest and posttest. The data were supported by a parental questionnaire which was prepared by taking an expert opinion. At the end of the study, it was observed that there is a significant difference between the previous and current achievements of the students. Moreover, according to the parents’ interview forms, it was understood that there has been a positive change in the attitudes of students toward English lessons and learning English.

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Cite This Article

Mirici, I. H., Yıldırım, Ş. S., Gürhan, T. (2023). The Effect of Action-Oriented Approach on Low-Performing Students’ Achievements. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Volume: 12 Issue: 4. https://doi.org/10.14686/buefad.1345500

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