Gomez, Caila C BSED ENGLISH 3A

Title of the Author Publication Date of Abstract Results Remarks

Study Title Publication
The study investigates the comparative The result of the study In this study, we can
effectiveness of teaching English shows that the pre-test of conclude that the
grammar by using deductive and the 4 groups under Deductive Teaching
inductive teaching models. The study experimental and control of Grammar is less
also attempts to see which of these two group in both university effective to students
methods has a positive effect on the and school stage on the from the university
grammar academic achievement of the Grammar Achievement and from the grade
university students and elementary is not statistically school.
school students in Jordan so it answers significant and all groups
Effectiveness the following questions: are equivalent, while the
of Inductive Mohammad Advances in December post-test of the 4 groups
and Deductive Akram Language and 2015 1.What is the effect of inductive under experimental and
Methods in Alzu’bi Literary method on grammar achievement control group in both
Teaching Studies compared with deductive method at university and school
Grammar university level? stage on the Grammar
2.What is the effect of inductive Achievement indicates
method on grammar achievement that those under the
compared with deductive method at Deductive Teaching
elementary stage? scores lower than those
under the Inductive
To answer the questions of the study, Teaching .
the researcher prepares two programs
based on inductive and deductive
methods for each level based on its
syllabus. The sample consists 180
students; eighty at the 1st year level in
English departments at university level
and one hundred at the elementary
stage. The participants of the study
consisted of four assigned sections.
Firstly, at the university level, two
colleges are randomly selected out of
the eighteen faculties of Albalqa'
Applied University; two sections are
randomly selected; one group is
Gomez, Caila C BSED ENGLISH 3A
randomly assigned as the 1st
experimental group (by using
inductive method) and the second
experimental group (by using
deductive method).Similar process is
adopted in the case of school students
at the elementary stage. The relevant
pre-tests are administered to the
students of both groups at each stage
(university and school) to make sure
that the groups are equivalent at the
time of starting the experiment. The
researcher designs two grammar
achievement tests as the instruments of
this study(one for the elementary stage
and one for university level). The
instrument of each stage consists of
two achievement tests (pre- test and
post-test). At the end of the treatment
period, relevant post-tests are
administered to the students of both
the groups. The results of the study
revealed that there were significant
statistical differences at (α≤0.09)
among the grammar performance
means of both groups at both levels
due to inductive method.

This research is an investigation of the The findings of the study Adult learners learn
Gomez, Caila C BSED ENGLISH 3A
differences between inductive and states the following: better and more
deductive methods in teaching effective from
grammar to adult learners in terms of  The Deductive generalization to
effectiveness on academical success. Teaching of specific. This might
Another aim of the study is to Grammar is more be due to the fact that
investigate the perceptions of lecturers effective in adults prefer to learn
and adult learners about these two achieving the independently with
ways. The research was based on academic success of the help of grammar
quantitative research design. 190 the Adult Learners book that to learn
Tradition or
Procedia - university students from various (age 18-30 yrs old). with peers.
Modernism in
Kubra Sik Social and July 2015 departments of a public university and  Even though the
Grammar
Behavioral 10 lecturers were assigned as adult learners feel
Teaching:
Sciences participants. 190 university students more satisfied with
Deductive vs.
were divided into two randomly as Inductive Teaching
Inductive
“inductive” and “deductive” groups. of Grammar, they
Approaches
Student and lecturer feedback still prefer the
questionnaires, a pretest, four weeks of traditional teaching
grammar instruction and a post-test approach in learning
were evaluated to get a deeper insight the grammar rules
about the effectiveness of inductive and structures
and deductive ways on the academical
success of adult learners. As a result
the study reveals that when the
academical success of the students are
considered, deductive teaching of
grammar is slightly more effective
than inductive teaching although this
difference is not significant according
to statistical data. Another main
finding of the study is that lecturers
feel better when they teach grammar
deductively. These findings suggest
that in teaching grammar to adult
learners, lecturers should be aware of
the needs and perceptions of their
students.
Gomez, Caila C BSED ENGLISH 3A
The efficacy of deductive vs. inductive The following are the This study reveals
techniques of grammar instruction is results of the study: that Deductive
still a matter of heated debate, Teaching has the
especially in EFL language teaching  The learners under potential to lead the
contexts. This study set out to examine the deductive students into greater
whether or not these two types of teaching shows accuracy and fluency
teaching would differently affect EFL significant higher more than the
learners’ accuracy and fluency. To this levels of accuracy in Inductive Teaching.
end, a quasi-experimental study was following grammar
The Effect of
Samaneh International carried out to compare the instructions than
Deductive vs.
Negahdaripour Journal of January 2016 performances of two groups of pre- those who took the
Inductive
and Applied intermediate Iranian EFL students (i.e., inductive teaching.
Grammar
Ali Linguistics & deductive instruction group vs.  Adult learners’
Instruction on
Amirghassemi English inductive instruction group) on the consciously
Iranian EFL
Literature fluent and accurate use of three processes rules while
Learners’
English tenses, namely the simple younger learners
Spoken
present, present continuous and simple learn languages
Accuracy and
past, in oral picture description easily with minimal
Fluency
activities. The results indicated that help from others.
although there was no significant  In terms of fluency,
difference between the groups in their there was no
oral fluency, there was a significant significant difference
difference regarding their accurate use between the students
of two of the aforementioned tenses, under the inductive
suggesting that a deductive approach and deductive
towards grammar instruction could method
have a more positive impact on EFL
learners’ oral accuracy.
Gomez, Caila C BSED ENGLISH 3A
Gomez, Caila C BSED ENGLISH 3A

Conclusion

Deductive teaching is said to be more effective than Inductive teaching. Although, this works best for
adult learners with the age of 18 to 30 years than the younger learners. This is due to some factors that affect
the acquisition of language of the learners, especially those English as Foreign Language learners. Most of the
adult learners prefer the traditional teaching and learning or the deductive method because it gives them the
independence to learn by themselves with the help of a book and a guide from their instructors. This is also due
to the ability of the adult learners to learn effectively and efficiently by processing the rules first than to learn
from examples and think the rules associated with it themselves. Although inductive approach let the students
be engaged with other learners, deductive approach makes it easy for the students to internalize the language
and put it into words accurately since they have the guide which they can follow to construct sentences.
At the end of the day, I believe that an effective teaching and learning depends on the teachers and the
learners themselves. The teachers’ must choose the best method of teaching and their strategies based on the
needs of their learners and if the method of teaching doesn’t work to a learner, the learner must be able to reflect
and speak for themselves and also for the teacher to enhance their strategies. It is a give and take for the
teachers and learners to have an effective teaching and learning process.