Volume 6, Issue 4 (December 2024)
IEEPJ 2024, 6(4): 163-174 |
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Rahmani A, Foroozanfar A, Rahmani E. (2024). The Effect of Problem-Based Learning Model in Learning Listening Comprehension (Case Study of Arabic Language Students at Farhangian University). IEEPJ. 6(4), 163-174. doi:10.22034/6.4.163
URL: http://ieepj.hormozgan.ac.ir/article-1-831-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-831-en.html
1- Associate Professor, Hormoz Studies and Research Center, University of Hormozgan, Iran , rahmani6038@gmail.com
2- Assistant Professor, Faculty of Human Sciences, University Of Hormozgan, Bandar Abbas-Iran
3- Professor of Arabic Language and Literature, University of Shiraz, Shiraz, Iran
2- Assistant Professor, Faculty of Human Sciences, University Of Hormozgan, Bandar Abbas-Iran
3- Professor of Arabic Language and Literature, University of Shiraz, Shiraz, Iran
Abstract: (508 Views)
Objective: The objective of the present investigation is to examine the impact of problem-based learning (PBL) on the development of listening comprehension competencies in the Arabic language.
Methods: This research was conducted as a quasi-experimental study employing a pre-test-post-test framework inclusive of a control group. The statistical population under consideration comprised Arabic language students enrolled at Farhangian University of Bandar Abbas during the academic year 2022. The sampling technique utilized was a non-probability method, which resulted in the participation of 58 individuals who were randomly allocated into two distinct groups: an experimental group consisting of 29 individuals and a control group also comprising 29 individuals. The analysis of covariance (ANCOVA) technique was employed for the purpose of data analysis.
Results: The findings of this study indicated a statistically significant disparity between the experimental and control groups, demonstrating that the participants in the experimental group exhibited more pronounced changes.
Conclusions: Consequently, one may infer that the PBL approach has effectively enhanced students' listening comprehension abilities, thereby encouraging both educators and learners to implement the PBL strategy within the domain of listening comprehension to foster oral communication skills.
Methods: This research was conducted as a quasi-experimental study employing a pre-test-post-test framework inclusive of a control group. The statistical population under consideration comprised Arabic language students enrolled at Farhangian University of Bandar Abbas during the academic year 2022. The sampling technique utilized was a non-probability method, which resulted in the participation of 58 individuals who were randomly allocated into two distinct groups: an experimental group consisting of 29 individuals and a control group also comprising 29 individuals. The analysis of covariance (ANCOVA) technique was employed for the purpose of data analysis.
Results: The findings of this study indicated a statistically significant disparity between the experimental and control groups, demonstrating that the participants in the experimental group exhibited more pronounced changes.
Conclusions: Consequently, one may infer that the PBL approach has effectively enhanced students' listening comprehension abilities, thereby encouraging both educators and learners to implement the PBL strategy within the domain of listening comprehension to foster oral communication skills.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/12/7 | Accepted: 2024/09/21 | Published: 2024/12/1
Received: 2023/12/7 | Accepted: 2024/09/21 | Published: 2024/12/1
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