Abstract
This study investigated the effectiveness of the 'hot seat' strategy in teaching Arabic grammar on student achievement, according to some Bloom's Taxonomy levels. The study employed a convenience sample of 51 ninth-grade students from a selected school. The sample was divided into two groups: a control group (27 students) and an experimental group (24 students). Results indicated a positive effect of the 'hot seat' strategy on student achievement in Arabic grammar, both overall and individually, across several Bloom's Taxonomy levels.
KeywordsHot Seat StrategyArabic GrammarBloom’s TaxonomyNinth Grade
Main Subjects
Educational Studies
License
This work is licensed under a Creative Commons Attribution 4.0 International license