The Effectiveness of a Training Program Based on Technological Innovations for Developing Spelling Skills Among Primary Stage Students
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Abstract
The study aimed to measure the The Effectiveness of a Training Program Based on Technological Innovations for Developing spelling writing skills Among Primary Stage Students. The study adopted a quasi-experimental approach with a one-group pretest-posttest design. The study sample consisted of (60) male and female students (30 from second grade and 30 from fourth grade), selected purposively. To achieve the study objectives, a training program based on diverse educational technologies and teaching aids (visual, audio, electronic, interactive) was developed and implemented over (8) weeks with (5) sessions per week. A spelling test was also developed to measure students' levels before and after implementing the program, and its validity and reliability were verified. The results showed statistically significant differences (α ≤ 0.05) between students' mean scores in the pre and post-tests in favor of the post-test across all targeted spelling patterns. In second grade, the mean score improved from (12.8) in the pretest to (18.5) in the posttest, with an improvement rate of (44.5%). In fourth grade, the mean improved from (14.2) to (19.8), with an improvement rate of (39.4%). The results also showed that the most improved spelling patterns were: ta marbuta and ta maftuha (52% improvement), hamzas (48%), and alif lina (45%). In light of these findings, the study recommended activating the use of modern educational technologies and teaching aids in spelling instruction, training teachers to employ them effectively, providing technical infrastructure in schools, and developing interactive digital content for spelling education.
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Technological Innovations, Spelling writing skills, Primary education, Multisensory learning, Multimedia, Interactive learning, Learning disabilities.
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