The impact of virtual trips on the development of Arabic language listening skills among third grade students in Jordan

Nail M. Alhajya, Sumaia S. Alzaghamim, Yousef M. Arouri

Abstract


This study aimed at investigating the impact of virtual trips on developing Arabic language listening skills among third grade students in Jordan. The researchers used a quasi-experimental design to answer the research questions. The study sample consisted of 48 students who were chosen purposely. Those participants were divided randomly into two groups: 1) experimental group which consisted of 24 students who were taught by using a Virtual Trip Model (VTM), and 2) control group which consisted of 24 students who were taught by using a traditional method of teaching. To achieve the study objectives, the researchers developed a content-based VTM and achievement test to measure Arabic language listening skills. Reliability and validity of the study instruments were checked. To answer the study questions, means and standard deviations were calculated, and ANCOVA test was used. Study results revealed that there were statistically significant differences (α=0.05) between means of students’ achievement test scores attributed to teaching method variable, and in favor of the experimental group.  Furthermore, there were no statistically significant differences (α=0.05) between means of students’ achievements test scores attributed to gender variable, and the interaction between teaching method and gender variables. Additional implications and future recommendations were argued.


Keywords


virtual trips, Arabic language, listening skills, 3rd grade students, Jordan, traditional methods

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DOI: http://dx.doi.org/10.3926/jotse.331


Licencia de Creative Commons 

This work is licensed under a Creative Commons Attribution 4.0 International License

Journal of Technology and Science Education, 2011-2020

Online ISSN: 2013-6374; Print ISSN: 2014-5349; DL: B-2000-2012

Publisher: OmniaScience