EFFECTS OF CONCEPTUAL CHANGE INSTRUCTIONAL STRATEGY ON STUDENTS’ PERFORMANCE IN ARABIC ESSAY WRITING IN FEDERAL COLLEGES OF EDUCATION

(A CASE STUDY OF NIGERIA)

By

Author

Presented To

Department of Education

ABSTRACT
This study titled Effects of Conceptual Change Instructional Strategy on Students? Performance in Arabic Essay Writing in Federal Colleges of Education Nigeria sought to investigate the effect of Conceptual Change Instructional Strategy (CCIS) on the performance of NCE students in Arabic essay writing. The study had four specified objectives as follows: i. Investigate the effects of Conceptual Change Instructional Strategy on the Performance of Students in Arabic Essay Writing in Federal Colleges of Education in Nigeria. ii. Compare the academic performance of NCE students in Arabic essay writing taught using Conceptual Change Instructional Strategy of teaching and those taught with traditional methods. iii. Find out whether there is difference between male and female NCE students? academic performance in Arabic essay writing taught using Conceptual Change Instructional Strategy. iv. Compare the performance of NCE students in Arabic essay writing in the experimental and control groups based on the location of their institution. The objectives stated were used to formulate research questions these are: Firstly, does CCIS have any effect on the performance of NCE students in Arabic essay writing in FCEs in Nigeria? Secondly, is there any difference in the academic performance of students in Arabic essay writing taught using CCIS and those taught with traditional methods? Thirdly, is there any difference between male and female NCE students? academic performance in Arabic essay writing when taught with CCIS? Finally, does any difference exist in the academic performance of NCE students in Arabic essay writing in the experimental group as compared with the control group based on the location of their institution? These research questions were later transformed to null hypotheses as follows: Ho1: CCIS has no significant effect on the academic performance of NCE students in Arabic essay writing in FCEs in Nigeria. Ho2: There is no significant difference in the academic performance of students in Arabic essay writing taught using CCIS and those taught with traditional method of teaching in FCEs in Nigeria. Ho3: There is no significant difference in the academic performance of male and female NCE students in Arabic essay writing when taught with CCIS in FCEs in Nigeria. Ho4: There is no significant difference in the academic performance of NCE students in Arabic essay writing between the experimental and control groups when taught with CCIS on the basis of location of their institution. Hence, in this research full internalization of the Conceptual Change Instructional Strategy (CCIS) was realized in learning Arabic essay writing at NCE II level. The study sampled N=80 from four FCEs in the northwest states of Nigeria. The subjects were divided into two groups: the experimental N=40 and the control N=40. The study used the pretest, posttest experimental and control group design. Pretest was administered before the treatment to establish the equivalence of the experimental and the control groups. The subjects of the experimental group were then exposed to treatment with CCIS. The topics covered were Arabic sentence form, structures, punctuation, and skills for writing essay type. The instruments developed and validated for the data collected were Misconception Test on Arabic Essay Writing Process (MTAEWP) and Writing Concepts