Abstract

This study investigates the effect of the systemic approach in literacy achievement of the first grade students at Mu'tah University's Model School. The sample (N=45) consisted of all first grade students, who were assigned into two groups; a control group taught traditionally while the other group was exposed to the system approach during the academic year 2008/2009. Instruments used included a number of tasks designed based on the systemic approach and achievement test with acceptable validity and reliability. Results found statistical significant difference among mean estimates of both groups, indicating effectiveness of the systemic approach in the improved achievement of students who were exposed to the systemic approach, whereas no such differences were found for the gender.

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