Effect of Interactive Instructional Strategy towards learning English on Academic Achievement at Graduate level
Keywords:interactive instruction, treatment group, the control group, traditional strategy, interactive
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.
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