The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders' Listening and Reading Comprehension Skills in English in Jordan

Autor/inn/en	Alodwan, Talal; Almosa, Mosaab
Titel	The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders' Listening and Reading Comprehension Skills in English in Jordan
Quelle	In: English Language Teaching, 11 (2018) 4, S.43-51 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Reading Comprehension; Reading Skills; Listening Comprehension; Listening Skills; Grade 9; Influence of Technology; Experimental Groups; Control Groups; Computer Uses in Education; Language Tests; Statistical Significance; Achievement Tests; Teaching Methods; Statistical Analysis; Achievement Gains; Instructional Effectiveness; Jordan + Suchen Sie Ihr Suchwort? Ausland; Leseverstehen; Reading skill; Lesefertigkeit; Hörverständnis; School year 09; 9. Schuljahr; Schuljahr 09; Computernutzung; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Achievement gain; Leistungssteigerung; Unterrichtserfolg
Abstract	The study aimed to assess the effectiveness of a computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model on the achievement of Ninth Graders' listening and Reading Comprehension Skills in English. The study sample comprised 70 ninth graders during the second semester of the academic year 2016/2017. The selected students were distributed into two groups: an experimental group and a control one. A computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) was prepared, and a 40-item listening test in addition to a 40-item reading comprehension test were designed according to modules outcomes which were presented in (Teachers' Book Action Pack 9). Validity and reliability were ensured for both tests. The results showed a statistically significance difference at (a = 0.05) between the mean scores of the control compared to the experimental group on both tests (listening achievement test and reading comprehension achievement test) due to the independent variable implementing a computerized program based on ADDIE Model in favor of the experimental group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01