ERIC ED499175: Determining An Effective Interactive Multimedia Arabic Language Courseware For Malaysian Primary School Children: An Alternative Paradigm For Learning In The Classroom - Info and Reading Options

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The prime purpose of this experimental research was to determine whether learning Arabic as a foreign language can be effectively enhanced through traditional methodology. As such, this research carefully investigated and critically analyzed the effectiveness of the traditional paradigm in teaching Arabic as a foreign language to 3rd grade primary school children in Malaysia. In this study the researcher applied a multi level approach of quantitative and qualitative methods in carrying out the investigation. In this inquiry the Arabic Language was taught in a purely traditional setting of face to face learning to 41 students of Sekolah Taman Setia Wangsa Kuala Lumpur Malaysia. The course contents were taken from unit four of the Arabic book of the school syllabus. The Arabic class teacher and 40 school teachers of the above mentioned school were chosen to give their feedback about the traditional methodology of teaching Arabic Language. Instruments used to collect data were (i) Pre-Test & Post-Test that consist of six sections with six questions each. The types of questions include filling the blanks, one to one matching, writing the missing words, true or false and writing the numbers (ii) A pre-determined checklist was used by the researcher to evaluate students' reactions, facial expression, satisfaction and motivation in the classroom (iii) similar pre-determined checklist also used to examine instructor's fidelity and wakefulness of methodological breakthrough in teaching Arabic as a foreign language in the classroom. Results from pre and post test indicated that there were some improvements in the post-test. More students are in good (12.5%) and average (7.4%) categories compared to their pre-test and less students (19.5%) in fail category after six weeks of the Arabic lessons. The mean score of the pre-test was 52.44% while the mean score for the post-test was noted at 59.17%. There is a difference of 6.73 marks between the pre and the post-test. Even thoughthe difference is seemingly quite small, the t-test analysis designates that the gain score is fairly significant, with t (41) = -2.872, p less than 0.05. Results also indicated that majority of the students had prior knowledge of the Arabic language. This is conspicuous from their marks. Students in traditional environment performed educationally but not significantly. Evaluation and questionnaires marked that learners' perception about content delivery were not so encouraging for the traditional methodology. Learners were not motivated to learn and continue learning the Arabic Language in the class. The Class observation also indicated that the quality of instruction needs critical attention. (Contains 5 tables and 3 notes.) [Abstract modified to meet ERIC guidelines.]

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