The effect of the P.A.T.I.S.R. strategy on the achievement of second-year intermediate school students in Arabic grammar

Abstract

This study aims to investigate the effect of the (P.A.T.I.S.R) strategy on the achievement of second-grade intermediate female students in Arabic Grammar. A experimental design with two groups – experimental and control – using a post-test for achievement was employed. To achieve the research objective، a purposive sample of 66 students was selected، distributed across the two groups: 32 students in the experimental group and 34 students in the control group.

Both groups were matched according to the following variables: chronological age in months، previous achievement in Arabic Grammar، and Raven’s intelligence test scores. The study was conducted during the first semester of the 2024–2025 academic year، where the researcher determined the teaching material for the experimental period، consisting of six units from the Arabic textbook for second-grade intermediate students. The researcher also formulated 160 behavioral objectives for the educational topics، distributed across the four levels of Bloom’s taxonomy: remembering، understanding، application، and analysis.

To achieve the research objective، the researcher prepared an achievement test consisting of 40 multiple-choice items with four alternatives. Its face validity was verified by presenting it to a group of experts in education and Arabic teaching methods، and content validity was confirmed through alignment with the curriculum. Item analysis was conducted using discrimination index، difficulty index، and effectiveness of wrong alternatives for each item with appropriate statistical tools. Reliability was calculated using the split-half method، yielding 0.85 before correction and 0.92 after correction، and using the Kuder–Richardson 20 formula، it reached 0.83.

The statistical analysis using the independent samples T-test revealed that students in the experimental group who studied using the P.A.T.I.S.R strategy outperformed those in the control group who studied using the conventional method in the achievement test.