The Effect of Electronic Learning Strategies on the Achievement of First Intermediate Grade Female Students in Arabic Grammar

Abstract

This study aims to investigate the effect of electronic learning strategies on the academic achievement of first intermediate grade female students in Arabic grammar, in light of the increasing trend toward integrating technology into the educational process. The researcher adopted the experimental method using a post-test control group design. The experimental group was taught using electronic learning strategies, while the control group received Usual instruction. A post-achievement test was administered to measure students' learning outcomes.

The sample consisted of 60 female students from the first intermediate grade, divided equally into two groups (30 students in each). A balanced achievement test was developed to cover the six cognitive levels, and its validity and reliability were confirmed. After applying the experiment and analyzing the data using appropriate statistical tools such as the t-test and F-test, the results revealed statistically significant differences in the post-test scores in favor of the experimental group. This indicates the effectiveness of electronic learning strategies in improving students’ achievement in Arabic grammar.