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Master Title

A Program Based On Brain-Based Learning To Develop Interpretive Reading Skills In Arabic Among Undergraduate Students

Master Abstract

Faculty of Education Department of Curricula and Teaching Methods Introduction: Arabic is one of the well-known Semitic languages, indeed the most famous among them (named after Shem, son of Noah). Language is a symbol of civilization and a means of communication among members of society. God honored the Arabic language above all others by making it the language of the Holy Quran, which elevated its status and value among languages thanks to the Quran that preserved the Arabic language. Language is the primary factor in transmitting cultural heritage and passing it down through generations. The Arabic language has four skills: listening, speaking, reading, and writing. Each skill influences and is influenced by the others. Each skill has its importance and impact on the other skills. Reading is considered one of the most important linguistic skills without dispute. Interpretive reading represents an essential part of the objectives of teaching reading. Through interpretation, the student can interact with the text, which makes them feel comfortable and reassured due to understanding what they read. Interpretive reading guides the student to study the ideas, meanings, and implicit (latent and hidden) content between the lines by practicing several processes such as comprehension, inference, comparison, reasoning, and other operations targeting the text’s words, structures, sentences, and information to achieve the goal of interpretation and analysis from its study and understanding (Sayed Ibrahim, 2021, p. 522). (Zabana Al-Kindi, 2016) indicates that the most distinctive feature of interpretive reading, which gives it a special character compared to other types of reading, is the student's interaction with the read text through the integration of the student's previous knowledge and experiences with the new experiences gained from the text. The student thus arrives at the text’s advantages and disadvantages by focusing on the suggestions, signals, symbols, and indications mentioned in the text. One of the theories that paid attention to the brain in general and language in particular is the Brain-Based Learning Theory. This theory focuses on what the brain does, which is required by interpretive reading that involves mental effort, searching for implicit meanings, indirect concepts, and so forth. Therefore, this research will address the principles of brain-based learning, which includes several strategies. We will discuss those that suit the skills of interpretive reading, such as Think-Pair-Share, Cooperative Learning, Computer (video clips), Self-Table, and Brainstorming. This theory represents a comprehensive learning approach, which sees learning as proceeding in successive stages as mentioned by both (Eric Jensen, 2007, p. 37) and (Khaled Al-Osaimi, 2016, p. 565). These stages include five phases: Stages of Brain-Based Learning: Preparation, Acquisition, Elaboration (Processing), Memory Formation, Functional Integration Studies such as those by Azoo Afaneh and Youssef Al-Jaish (2009, pp. 98-105), Suleiman Abdulwahed (2011, p. 107), and Zouqan Obeidat (2003, pp. 54-55) have confirmed that brain-based learning is founded on a set of principles that form the cornerstone for acquiring true learning meaning. These principles are summarized in two main pillars: 1. Perception, which includes: o The brain is a dynamic, living, and complex system. o The brain has a social nature. o The search for meaning is innate, and the brain seeks meaning through patterns. o Emotions are important and necessary for forming patterns. 2. Learning, which includes: o Learning involves both attention and perception of peripheral stimuli. o Learning encompasses conscious and unconscious processes. o Learning is characterized by growth and development. o Stimulation and challenge enhance learning, while threat and stress suppress and hinder it. o Each brain is organized in a unique way. Problem Awareness: The research problem is clearly identified as the weakness among university students at the Faculty of Education in interpretive reading skills, as evidenced by: 1. Practical experience: Through supervision of students during practical education. 2. Exploratory study: An exploratory test was conducted on a sample of first-year university students at the Faculty of Education, general section, showing percentages ranging between 23% and 58%, confirming the weakness of interpretive reading skills among this selected group and emphasizing the need to develop these skills. 3. Previous studies: Related studies and literature revealed weaknesses among university students regarding interpretive reading skills. Studies by Shawqi (2016), Al-Samman (2020), Darwish and Shehab (2021), and Ibrahim (2021) confirmed that most students experience great difficulty during reading. This is manifested in several ways, including weak ability to infer implicit connotations not explicitly stated by the author, difficulty in determining word meanings in different contexts, and shortcomings in interpreting and discussing the connotations of various words and structures (Rania Kamel and Samia Abdullah, 2022, p. 15). Research Problem and Questions: The research attempts to answer the main question: • How Can a program be built based on brain-based learning in developing interpretive reading skills among university students? From this main question, the following two questions arise: 1. What are the interpretive reading skills required for university students? 2. What is the proposed design of the program based on brain-based learning to develop interpretive reading skills for university students? 3. What is the effectiveness of a program based on brain-based learning in developing interpretive reading skills among university students? Significance of the Research: The current research may benefit the following groups: - Faculty members: by providing a guiding manual for teachers (faculty members) to assist them in implementing program procedures to develop interpretive reading skills based on brain-based learning theory. - Researchers: by opening new horizons and diverse topics for using brain-based learning theory with other language skills or in other subjects. - Students: by developing interpretive reading skills for university students and attempting to equip them with the ability to interpret and interact with the texts they read. Research Objectives: The current study aims to: - Development the appropriate interpretive reading skills for university students. - Built a program based on brain-based learning to enhance interpretive reading skills. • Research Hypotheses: There is a statistically significant difference at the 0.05 significance level between the mean scores of the research group in the pre-test and post-test of the inferential reading skills test overall, in favor of the post-test. • A statistically significant difference between the mean scores of the research group in the pre- and post-tests for interpretive reading skills (vocabulary dimension) in favor of the post-test. • A statistically significant difference between the mean scores of the research group in the pre- and post-tests for interpretive reading skills (ideas dimension) in favor of the post-test. • A statistically significant difference between the mean scores of the research group in the pre- and post-tests for interpretive reading skills (text structure dimension) in favor of the post-test. • A statistically significant difference between the mean scores of the research group in the pre- and post-tests for interpretive reading skills (linguistic accuracy dimension) in favor of the post-test. Research Boundaries: 1. A sample of first-year students at the Faculty of Education, General Section (Arabic Language). 2. Some interpretive reading skills. 3. Some brain-based learning strategies such as brainstorming, self-table, mind maps, working in small groups, and Think-Pair-Share. 4. The time period for implementing the program is thirteen sessions, totaling twenty-six hours. Research Methodology: The study will be based on the experimental method using a quasi-experimental design with a single group. Research Tools and Materials: - A list of interpretive reading skills for university students (Faculty of Education, first year, Arabic language). - A pre-test and post-test achievement test in some interpretive reading skills. - A program based on brain-based learning. Research Terms: "Program based on brain-based learning" A set of reading passages and free paragraphs based on the principles, stages, and strategies of brain-based learning; aimed at enabling university students to perform interpretive operations on elements of the read text in terms of form and content. This is measured by the scores students obtain in the test of interpretive reading skills. Operational Definition: "Brain-based learning" is operationally defined as: The ability of first-year students at the Faculty of Education to optimally utilize the principles and strategies of brain-based learning to understand reading passages, analyze, critique, uncover implicit and indirect meanings, infer unstated connotations, and interpret the functions of some linguistic tools through the stages of brain-based learning. Interpretive Reading: Operational Definition: It is defined as "The ability of first-year students in the Faculty of Education, Arabic Language Department (General Section), to determine the meanings of text words through context, infer implications contained in the read text, analyze it linguistically and semantically, and reach the construction of appropriate generalizations." Research Procedures: To verify the validity of the research hypotheses and answer the research question, the following procedures will be followed: • Reviewing literature and previous studies related to interpretive reading and brain-based learning. • Preparing a list of interpretive reading skills for first-year university students at the Faculty of Education. • Presenting the list to a group of experts for feedback on its appropriateness, validity, and linguistic accuracy. • Preparing a test on interpretive reading skills. • Presenting the test to a group of experts to assess the suitability of the test items, and to verify its validity and linguistic accuracy. • Selecting the research sample from first-year students at the Faculty of Education. • Administering a pre- test to the single research group. - Developing a brain-based learning program by determining: - The program’s objectives. - The program’s content. -Appropriate instructional strategies for The program. - Educational tools and activities for The program. -Assessment methods for The program. • Finalizing the brain-based learning program. • Applying the program to the research group. • Conducting a post-test to determine the effectiveness of the proposed program. • Performing statistical analysis of the results, discussing, and interpreting them. • Presenting recommendations and suggestions based on the research findings. Research Results: The current study reached the following results: Effectiveness of the brain-based learning program in developing inferential reading skills among students of the College of Education, indicated that: • There is a statistically significant difference at the 0.05 significance level between the mean scores of the research group in the pre-test and post-test of the inferential reading skills test overall, in favor of the post-test. • A statistically significant difference between the mean scores of the research group in the pre- and post-tests for interpretive reading skills (vocabulary dimension) in favor of the post-test. • A statistically significant difference between the mean scores of the research group in the pre- and post-tests for interpretive reading skills (ideas dimension) in favor of the post-test. • A statistically significant difference between the mean scores of the research group in the pre- and post-tests for interpretive reading skills (text structure dimension) in favor of the post-test. • A statistically significant difference between the mean scores of the research group in the pre- and post-tests for interpretive reading skills (linguistic accuracy dimension) in favor of the post-test. Faculty of Education Department of Curricula, Teaching Methods, and Educational Technology A Program Based on Brain-Based Learning to Develop Interpretive Reading Skills in Arabic Among Undergraduate Students A Thesis Submitted For the Degree of Master of Education Specialization: "Curricula and Teaching Methods of Arabic Language" Prepared by Jihad Mustafa Abdelwahab Mahmoud (Teaching Assistant, Department of Curricula and Teaching Methods of Arabic Language) Supervision Prof. Dr. Abeer Ahmed Ali Dr. Mohamed Ahmed Abdelkader Professor of Curricula Lecturer of Curricula and Teaching Methods of Arabic and Teaching Methods of Arabic Methods of Arabic Language Methods of Arabic Language Faculty of Education Faculty of Education Beni Suef University Beni Suef University 1447 -2025

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