The Effect of Wenning's Model on Correcting Misconceptions in Grammatical Concepts among Fourth-Year Literature Students

Abstract

The research aims to identify the effect of the Wenning model in correcting grammatical misconceptions among fourth-grade literary female students. To achieve the research objective, the researcher adopted the following approaches:

The researcher used the descriptive method to analyze the content of textbooks and identify the grammatical concepts common among elementary, intermediate, and fourth-grade literary levels. The research population consisted of fourth-grade literary female students from the Babylon Directorate of Education. The researcher then developed a tool to diagnose grammatical misconceptions, verified its validity and reliability, and presented it to a panel of experts. After applying it to the research sample and analyzing the results, it was found that there were 10 grammatical misconceptions among the students.

The researcher adopted the experimental method using a two-group design: an experimental group and a control group. The experimental group was taught using the Wenning model, while the control group was taught using the traditional method. The researcher formulated 71 behavioral objectives, and prepared 7 daily teaching plans based on the Wenning model for the experimental group, and 7 daily traditional teaching plans for the control group.

The results showed that the experimental group outperformed the control group, indicating that students who were taught using the Wenning model had significantly improved in correcting grammatical misconceptions.

Based on this, the researcher concluded that:

• There is a percentage of grammatical misconceptions among fourth-grade literary students.


• The Wenning model had a positive impact in correcting those misconceptions.

The researcher recommended:

• That the Ministry of Education and related authorities organize training courses for teaching staff to adopt modern teaching methods, especially new strategies and models.

She also suggested:

• Conducting similar studies based on other variables such as academic achievement, reading comprehension, and expressive performance.