The Effectiveness of Developing a Training Program Based on the E.D.J.A Model for Arabic Language Teachers in Enhancing Their Grammatical Skills and Its Impact on Their Students’ Knowledge Acquisition

Abstract

This research aims to develop a training program based on the E.D.J.A model for Arabic language teachers to enhance their grammatical skills and examine its impact on their students' grammatical knowledge. To achieve the research objectives, the researcher employed both descriptive and experimental methodologies, adopting a quasi-experimental design with two equivalent groups and pre- and post-testing.

The sample consisted of 44 teachers (male and female), randomly divided into two equal groups: an experimental group (22 teachers) and a control group (22 teachers). The student sample included 392 pupils, and statistical equivalence was ensured between the teachers in terms of years of service, previous training courses, and pre-test grammatical skills. Similarly, equivalence was established between the students of both groups in terms of age, previous academic performance, and gender.

The researcher developed two instruments to measure the study variables:

• A grammatical skills test consisting of 42 items.
• A grammatical knowledge test in its final form comprising 35 items.

Both instruments were validated and tested for reliability through expert review. Statistical methods were used to analyze the data, and the results revealed the following:

1. There are statistically significant differences at the 0.05 level between the mean scores of Arabic language teachers in the experimental group (who received training based on the E.D.J.A model) and the control group (who did not receive training) in the grammatical skills test.
2. There are statistically significant differences at the 0.05 level between the pre- and post-test scores of the experimental group teachers in grammatical skills, favoring the post-test.
3. There are statistically significant differences at the 0.05 level between the mean scores of students whose teachers received training based on the E.D.J.A model and those whose teachers did not, in the grammatical knowledge test.
4. There are statistically significant differences at the 0.05 level between the pre- and post-test scores of students in the experimental group, favoring the post-test.