September 30, 2022


*Sahaya George Dharathi, S., & **Rexlin Jose, G.

*Research Scholar (Reg. No: 21214011042004), Department of Education, ManonmaniamSundaranar University, Tirunelveli, Tamilnadu, India.

**Assistant Professor, Department of Education (DD&CE), Manonmaniam Sundaranar University, Tirunelveli, Tamilnadu, India.                      


Various technology-based interventions exist to support grammatical skills for students with learning difficulties. The provision of technology alone, however, isn’t sufficient. A teacher’s approach to implementing it may have an effect on student achievements. This study utilises various technologies to improve the grammatical skills of 35 students with learning disabilities in grades 6-8. The Research design consists of five phases: selection of the sample, content preparation, organising content based upon the syllabus, construction of achievement test, and Experimentation. The investigator has employed a pre-test – post-test Control Group design. The experimenter introduced the treatment with a module. Data were analysed using descriptive statistics and a t-test. The results revealed that the average achievement scores after receiving the treatment on the module were statistically and significantly high. The mean score of experimental group Post-Test (20.31) was greater than the mean score of experimental group Pre-Test (16.77) on the acquisition of the grammatical skill of middle school children. The School Administrators and teachers can use this treatment as guidance to develop the grammatical skills of children with learning difficulties.


technology-based interventions, grammatical skills, middle school children.



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To cite this article

Sahaya George Dharathi, S., & Rexlin Jose, G. (2022). Effectiveness of Technology-Based Intervention on Acquisition of Grammar Skills of Middle School Children. Sparkling International Journal of Multidisciplinary Research Studies, 5(3), 1-11.


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