Improving English Grammar Achievement through Educational Games among Eleventh Grade Students in East Jerusalem

Abstract

This study has investigated the use of educational games to improve English grammar achievement among eleventh grade students at a high school for girls in East Jerusalem. It was conducted during the second term of the 2016-2017 school year. The researchers adopted an experimental approach, with a total of 62 students divided equally into an experimental group and a control group, which both completed pre- and post-tests. The experimental group was taught grammar using educational games for two months, while the control group was taught using traditional methods. The results revealed no significant difference at α = 0.05 between groups on the pre-test, while the post-test revealed a significant difference between the achievement of the experimental group (M = 77.6%) and control group (M = 68.7%). Based on these findings, the study recommends applying educational games in English grammar instruction and other language skills.