NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1468477
Record Type: Journal
Publication Date: 2025
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1940-4158
EISSN: EISSN-1940-4166
Available Date: 0000-00-00
The Impact of Combining Laboratory Experiments on Scientific Text Reading Comprehension and Motivation in Arabic
Ahmad Basheer1; Ibrahim A. Asadi2,3; Dalal Asli1; Muhamad Hugerat1
Australian Journal of Learning Difficulties, v30 n1 p33-55 2025
Scientific texts often present challenges in comprehension for children. This investigation aimed to assess the effects of integrating learning facilities in the domain of science education by testing the impact of incorporating laboratory experiments on students' science achievement and their social-emotional development. The study involved 120 Arabic-speaking fifth-graders, 60 of whom exhibited reading difficulties. These participants were allocated to either an intervention group, which engaged in laboratory experiments, or a control group, which experienced traditional, lecture-based learning. ANOVA analysis was employed to examine the influence of time, group, and reading proficiency on outcomes in scientific text comprehension, motivation, and classroom climate. Findings indicated a significant main effect for each of these factors. A significant interaction effect was observed solely for scientific text reading comprehension. These outcomes are interpreted within the context of the specific challenges faced by Arabic-speaking children in science learning, underscoring the necessity of integrating diverse educational facilities.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A
Author Affiliations: 1Department of Science Education, The Arab Academic College for Education, Haifa, Israel; 2The Arab Academic College for Education, Haifa, Israel; 3Department of special education and Learning Disabilities, and The Unit for the study of Arabic language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel