The Effect of Listening Skills Instruction on Listening Comprehension

This study was undertaken to determine if there was a difference in the listening comprehension achievement scores of students who received listening skills instruction, and students who received traditional instruction only. Two fifth grade intact classrooms were used as the sample. The subjects consisted of 25 students in one class (control group), and 23 students in the other class (experimental group). The listening comprehension subtests, form E and form F, of the Stanford Achievement Test, and the Otis-Lennon Mental Ability Test were administered to all students in the study. An analysis of scores of the listening comprehension (form E) pretest, and the posttest (form F). There was no significant difference in the listening comprehension achievement scores of the students who received instruction in listening, and students who received only traditional instruction. Using I.Q. and posttest scores of each group in an analysis of covariance, there was no significant difference in achievement in listening comprehension.