أثر استخدام استراتيجية القصص التّفاعلية الإلكترونية في تدريس مبحث اللغة العربية لدى طالبات الصّف التاسع الأسّاسي في تنمية الذكاء الاجتماعي ومهارات التفكير التأملي

Gharam Mustafa  Al Tarawneh

doi:10.35516/edu.v50i4.3884

Authors

Gharam Mustafa Al Tarawneh Ministry of Education, Jordan https://orcid.org/0009-0008-4458-0592

DOI:

https://doi.org/10.35516/edu.v50i4.3884

Keywords:

Electronic interactive stories, Arabic language, ninth grade, social intelligence, reflective thinking

Abstract

Objectives: The study aimed to identify the effect of using the strategy of electronic interactive stories in teaching the Arabic language among ninth-grade female students in developing social intelligence and reflective thinking skills.

Methods: The study employed a semi-experimental approach with 61 ninth-grade female students from Aisha Bint Abi Bakr School. Participants were divided into control and experimental groups. A 35-item scale assessed the impact of the electronic interactive stories strategy on social intelligence, and a reflective thinking test with 20 items, validated for reliability, was also administered.

Results: The results of the study showed that there were statistically significant differences between the mean scores of the experimental and control groups on the social intelligence scale, as the arithmetic means in the post-application of the experimental group was (16.14) and the standard deviation was (1.38), and for the control group it was (10.71), and the standard deviation was (1.73). Moreover, the findings of the test of reflective thinking were in favor of the students in the experimental group as a result of using the strategy of electronic interactive stories. The dimensional arithmetic means for the experimental group were (16.07), with a standard deviation of (1.38), and for the control group (11.77), with a standard deviation of (1.20).

Conclusions: Using electronic interactive stories positively impacts teaching Arabic to ninth-grade female students, enhancing their social intelligence and reflective thinking skills. The study recommends encouraging ninth-grade female teachers to integrate these stories into Arabic language lessons.

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