Effects of non-linear curriculum design on Arabic proficiency
by Berbeco, Steven, Ed.D., BOSTON UNIVERSITY, 2011, 53 pages; 3463118

Abstract:

In this study I propose a strong and innovative model of teaching that centers on the student, and I report on the efficacy of this model using quantitative research procedures. This model of teaching is systematized in the Marhaba! curriculum, a method of teaching first year high school Arabic that I designed, tested, and evaluated.

The Marhaba! curriculum is founded on best practices and is a natural outgrowth of contemporary education theories, including non-linear curriculum design and multiple-modality teaching materials that take into consideration students' diverse learning styles.

Analysis of data indicates that use of the Marhaba! curriculum positively influences student proficiency in Arabic. In particular, students become proficient regardless of a student's gender, grade, socioeconomic status, or parent educational background. Also, student proficiency is not dependent on a student's attitude to learning or engagement in class, or a student's attitude toward the curriculum.

 
AdviserBruce Fraser
SchoolBOSTON UNIVERSITY
SourceDAI/A 72-09, p. , Aug 2011
Source TypeDissertation
SubjectsLinguistics; Foreign language instruction; Middle Eastern studies
Publication Number3463118
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