Effects of Using Augmented Reality for Improving Learning Achievement on Arabic Consonant Pronunciation of Grade 3 Students
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Abstract
The purposes of this research were to develop augmented reality lessons on Arabic consonant pronunciation of Grade 3 students, to compare post-learning achievement of the controlled group and the experimental group on reading Arabic consonants, to study the relative development score, and to study the students' satisfaction with the augmented reality on the pronunciation of the Arabic consonants. The target population were 60 Grade 3 students which were divided into two groups: 1) an experimental group of 30 students and 2) a control group of 30 students based on the students' collected points during the Arabic study with simple random sampling using lottery method.
The results of the research revealed the augmented reality lessons for improving learning achievement on Arabic Consonant Pronunciation consisted of three aspects: 1) the content regarding the Arabic consonant pronunciation, 2) instructional materials using the augmented reality, and 3) learning management plans. It was also found that the academic achievement of the experimental group was significantly higher than the control group at 0.01 level. Moreover, the study found that the relative development score of the experimental group increased 70 percent, and the satisfaction with the learning model of the augmented reality was at the highest level.
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