أثر استخدام تطبيقات تعليمية قائمة على الوسائط المتعددة التفاعلية في تحصيل قواعد اللغة العربية لدى طلبة الصف الثامن
The aim of the study was to determine the impact of using interactive multimedia educational applications on Arabic language proficiency among eighth-grade students. The study employed a quasi-experimental approach to achieve its objectives. The participants were all eighth-grade students (50 male and female students) from one of the private Schools in Amman. The participants were randomly assigned to two groups, with each group consisting of (25) students. The experimental group received instruction through interactive multimedia educational applications (Genailly), while the control group was taught using traditional methods. A pre-test measuring Arabic language proficiency was administered, followed by two post-tests conducted one month apart, measuring immediate and delayed learning outcomes in the second semester. The results indicated a significant impact of interactive multimedia educational applications on Arabic language proficiency among eighth-grade students in Jordan. There were statistically significant differences between the experimental and control groups, favoring the experimental group in terms of academic achievement, which can be attributed to the teaching method. The study also found no significant differences between the students' average scores on the immediate and delayed post-tests, indicating that the students retained their Arabic language proficiency. The study recommended the use of interactive multimedia educational applications in teaching Arabic grammar to enhance students' learning outcomes. (Author's abstract)