Impact of Using Quartet Learning Cycle Strategy on the Achievement of Female Fifth Graders in Arabic and Their Motivation Towards the Language

As the title indicates, this study sought to find out the impact of using the Quartet Learning Cycle Strategy on the achievement of female fifth graders in the Arabic discipline and their motivation towards the learning of Arabic. The population of the study was all female fifth graders( sixty students) at ‘Ajja Primary School for Girls, Ajja, Jenin, Palestine. To these two ends, the researcher used the quasi-experimental method. An intentional sample was chosen to collect the data for the study. To achieve the purposes of the study, the researcher used two instruments: an Arabic test consisting of nine questions to test the participants’ achievement and mastering of Arabic skills and a 39-item questionnaire to measure the participants’ motivation towards learning of Arabic language. The researcher tested the validity of the content of the questionnaire and used the method of administering the test and re-administering it to find out its validity coefficient. For data analysis, the researcher used the arithmetic means, the percentages, the frequencies, the standard deviation and T-test. After data analysis, it was found that the average of the achievement test in the posttest of the control group was 35.4 whereas that of the experimental group was 41.03. It was also found that there were statistically significant differences at a= 0.05 between the means of achievement of the experimental group and the control group which might be attributed to methods of teaching: quartet learning cycle strategy and the traditional method of teaching. The results were in favor of the experimental group. The average of the students’ achievement in the experimental group was 41.03 as opposed to 35.4 for the control group. Pertaining to the level of motivation in the control group in the pre-test, the arithmetic means was 2.7 while the arithmetic means in the post-test was 2.4. The result of the motivation of the experimental group in the pre-test was 4.2 while in the post-test it was 3.5. In addition, it was found that there were statistically significant differences at a=0.05 between the average of motivation among the experimental group and the control group which might be attributed to the methods of teaching: quartet learning cycle strategy and traditional method of teaching. This shows that there were statistically significant differences at a=0.05 in the post-test between the two groups: control and experimental. The results were in favor of the experimental group. The arithmetic means was 3.5. In the light of the study findings, the researcher suggests adoption of the quartet learning cycle strategy in the teaching of Arabic language in the primary grades of schools in Palestine.. She also suggests providing in-service training courses and workshops to teachers to learn how to implement this strategy in their classes.