33 students at An-Najah National University who enrolled in an introductory “ Arabic “ course, have studied two units in two consecutive weeks.  The firest unit was about “Dictation”, and taught by using a “Conventional Method of Teaching” (CMT).  The CMT depends mainly on teacher’s lecture and his discussion.  The second unit was about “Punctuation”, and taught by using the “ Open Method of Teaching” (OMT).  The OMT depends mainly on the students’ studies of the programmed text book, and on taking assignment as homework.

Two post tests of 10 short-answer questions:  five questions for each, were administered immediately after studying each unit.  One week later, An “ Attitude Questionnaire” was also administered to students.

Analysis of variance for repeated measure design by using t-test, and F-test at (.05 ) level of significance, revealed the following results:

1- Learning under CMT was higher significantly than learning under OMT {t(1:33) = 4.99; p< .0001}.  The method’s main effects was significant in each running Two-Way ANOVA for the special ability, general ability, and special ability, general ability, and sex, with the method’s type.

2- There was a significant main effect for a special ability factor rather than for a general ability one.  This main effect indicated that the learning of the high special ability students was higher significantly than the learning of their encounters of the low special ability { F(1:16) = 11.88; p< .003}; whereas, there were no differences between high and low general ability students’ learning {F(1:16) = .01; p< .92}.

3- The interaction effect between the general rather than the special ability factor, and the method’s type approached significant { F(1:16) = 3.1; p< .09}.  This interaction indicated that the learning of low ability students was higher than the learning of their encounters of high ability, under the OMT; whereas, the learning of high ability students was higher than the learning of their encounters of low ability under the CMT.

4- There was no sex main effect, but there was a slight interaction effect between the sex and the method’s type { F(1:31) = 2.42; p < .13}, which indicated that the learning of females was higher than the learning of males under OMT; whereas, there were no differences between both of them under CMT.

5- The positive attitude toward CMT was higher significantly than toward OMT { Q2 (1) = 11.8; p< .005}.

These results came along with analysis, discussion, and recommendation for further studies.