The strategic impact of SQ3R on vocabulary acquisition among fifth-grade students based in Palestine

Vocabulary acquisition is among the most important skills in language learning. Students often need help to improve their vocabulary acquisition skills. The present study aims to analyse the effect of the SQ3R(survey, question, read, recall, and review) strategy on student’s vocabulary acquisition. The study used a descriptive, experimental design to investigate the impact of SQ3R on vocabulary acquisition. The population of the study consisted of 82 students from two institutions. Each group in the study had 41 students. The experimental group was taught using the SQ3R strategy, while the control group was taught using the usual method. The researcher used a pre-test and post-test design as a research instrument to collect data. The reliability of the research instrument was (0.76) and was calculated using the Pearson Correlation Coefficient. The study's findings show that the mean for the pre-test was 25.48, while for the post-testit was 27.38. The result also showed a significance level of (α= 0.05), which is highly significant in vocabulary acquisition using ANOVA. This rejected the null hypothesis that there is no difference in vocabulary acquisition between the strategy (SQ3R) and the usual method.Using the Scheffé test, the significant difference between both groups was (6.73). Hence, the findings show that introducing the SQ3R approach in teaching pedagogy significantly impacted female Palestine students' acquisition of Arabic vocabulary.