Effect of Interactive Instructional Strategy towards learning English on Academic Achievement at Graduate level

Abstract

The current study focused on the effect of interactive instruction on academic achievement in learning English using the pre-test and post-test with the control group research design with 83 graduation-level students in the subject of philosophy. The population consisted of the university of Punjab graduation-level students in the academic year 2020-2022. Both groups (control: 41 and treatment: 42) were taught by the same teacher for eight weeks with four weekly classes of forty-five minutes. At the end of eight weeks, a post-test was held for both groups and was scored. The Paired sample t-test was applied for data analysis. The results favoured the interactive instructional strategy and concluded that the interactive instructional process is better than a traditional strategy for learning English at graduation.