African Journal of African Journal of African Journal of Education

African Journal of Education and Technology Technology Volume 4 Number 2 (2014) 35-43 ISSN-2046-6927(Print) ISSN 2046-6935 (Online) Peer Reviewed Paper www.sachajournals.com Publishers: Sacha & Diamond, England, United Kingdom AJET Current Impact Factor: 37.0 THE EFFICACY OF MODERN TEACHING TEACH METHODS OF ARABIC LANGUAGE COURSE IN SECONDARY SCHOOLS IN SUDAN: A FOCUS ON THE ASSURE MODEL Esam Edris Kamtor Al Hassan Department of Instructional Technology, Technology Faculty of Education, University of Khartoum, Khartoum Sudan

ABSTRACT The purpose of this study was to identify the effect of using modern teaching techniques and models to enhance the intellectual achievement of the first grade students of secondary schools in Arabic language (rhetoric) course in Sudan. The paper is largely concentrated on the practicality of the ASSURE model of Heinich, et. al., (1999) and how it influences the academic achievement of students. The methodology adopted for analysis is based on the quasi- experimental method mainly mainly pre and post achievement test. 49 random participants were selected and divided into two groups, inter alia: 25 for the control group and 24 for the experimental group. The results show that there is a positive relationship between the use of ASSURE teaching teaching and planning model and the grade of the achievements in rhetoric course of both groups. Keywords: ASSURE model, Arabic, Teaching, Instructional design, Sudan. 1. INTRODUCTION The advent of information technology and globalisation heralded various degrees of sophistication in the learning and teaching environment. As the learning environment evolves, the students are becoming increasingly desperate for individualised learning that allows them to construct their own knowledge path (Honebein, et. al., 1993).. The significant changes occurring in teaching and learning needs compel a new learning concept “which ensures learner-centered, learner with flexible modes of content configuration, and adaptive delivery and assessment… An effective learning content design design is not driven by the advancement of technology. It has to be rooted in the sound learning theories and appropriate instructional strategies” (Lily Sun and Shirley Williams, 2014:4) According to Qais (2012:1): (2012:1) “Effective instruction entails careful blending blend of planning, task analysis, experience, needs of intended learners and technical considerations ... Hence a good instructional design can revolutionize conventional classroom instruction, making learning more effective. This is achieved by providing learners learners with a set of procedures to make the learning process more meaningful, flexible and imaginative. As the primary purpose of an instructional design is to facilitate the learning process, it has to offer explicit directions for learners to achieve excellence ellence in their studies. It should enhance the acquisition of new knowledge and allow learners to apply such new knowledge.” knowledge. In this regard, the Assure Model fits into the learning and teaching criteria of planning. According to Bahar (2010) the ASSURE model is widely adopted by teachers because it is very easy to use for both short and long

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African Journal of Education and Technology, Volume 4 Number 2(2014), pp. 35-43

lesson. Also, the model does not require complex skills for delivery. It uses simple media, little IT knowledge, and low revision of designs. The ASSURE Model is a technical guide for planning and teaching that amalgamate technology and skills to produce a good learning outcome. Many teachers recognize that integrating technology into the teaching plan and into school curriculum is the best way to formulate a constructive difference in the learning and teaching environment. Even though there are several available strategies for the fusion of technology, the ASSURE model proves effective and more relevant. The model was developed by Heinich, et. al., (1999); it is an instructional model for planning a lesson and the technology that augment it. The model is designed to assist with the effective integration of media and technology into classroom teaching and training presentations. According to Smaldino, Lowther, and Russell (2012:8), the ASSURE model has six components, each derived from the first alphabet of the first word inter alia: analyzing the learners; stating objectives; selecting media and materials; utilizing media and materials; requiring learner participation; and, evaluating and revising the lesson. The features can be briefly explained as follows: (a) Analyze Learners: The first step in lesson planning is to expressly identify the learners or the listeners whether they are students, trainee teachers, etc. The planner must be acquainted with learners so as to be able to select the best possible technique to accomplish the objectives of the lesson. The listeners can be analyzed in terms of their age, grade level, sex, mental, emotional, physical or social problems, socio-economic status etc. (b) State Objectives: The second step in the lesson planning is to particularly state the objectives of the lesson. The objectives constitute the possible learning outcomes for example: The actions to be demonstrated after the lesson; the setting under which the behaviour will be observed; and, the extent to which the learned skills are to be mastered. (c) Utilize media and materials: At this stage, the teacher decides how the media, materials and technology should be used to perform the methods. This involves the preview of the materials before using them for the teaching. (d) Require Learner Participation: It is a generic knowledge that students study best when they are actively and fully involved in the learning practice. Irrespective of the teaching strategy, it is crucial to integrate questions and answers, discussions, group work, handson activities, and multiple ways of getting the learners fully involved in the learning of the content. (e) Evaluate and Revise: The final stage is the evaluation of the instructional process. The teacher should reflect on the session, review the objectives, and measure and to establish whether the elements of the instructions were effective. Where there is a discrepancy between the teacher intended and what actually happened during the lesson, an appropriate revision of the lesson should be conducted. 2. INSTRUCTIONAL TECHNOLOGY AND CONCEPTUAL FRAMEWORK Reigeluth, &Carr-chellman (2009) identified four major roles of technology to students learning namely: Record keeping; Planning; Instruction and, Assessment. The framework of contemporary, comprehensive concept of instructional technology, has been viewed as a theory

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and practice (not only tools and hardware). It is concerned with the educational process in association with learning process and therefore viewed as one interactive system. Hence, materials and instructional hardware are part of the system with its five domains (design, utility, development, management and evaluation). Theory as a part of instructional technology consists of concepts, construct, principles, and propositions that serve as the body of knowledge. Practice is the application of that knowledge to solve problems. The practice can also contribute to the knowledge base through information gained from experience. Design, development, utilization, management, and evaluation refer to both areas of the knowledge base and to functions performed by professionals in the field. Processes are a series of operation or activities directed towards particular results. Resources are sources of support for learning, including support system systems and instructional materials and evaluation an environment (Seels, &Richey. 2004), according to that Instructional technology has a broad definition which means developing instructional materials consistent with teaching methods and also implementing and evaluating the instructional materials besides designing and developing instructional materials (Resiser & Dempsey (2007). An instructional designer believes that the use of systematic design procedures can make instruction more effective, efficient and relevant than less rigorous approaches to plan instruction. The systems approach implies an analysis of how its components interact with each other and requires coordination of all design, development, implementation and evaluation activities (Gustafson and Branch, 2007). In order to integrate the technology, education must require the systematical use of technology. According to Smaldino, et. al., (2012) a planning model called ASSURE model concerning the use of technology systematically in lessons. ASSURE is an abbreviation formed with the capitals of model’s steps. The Assure model is an Instructional Systems Design process that was modified to be used by teachers in the regular classroom to design and develop the most appropriate learning environment for their students. According to Megaw (2006), ASSURE model is the most convenient model for integrating the theories of instructional technology and research with practice. 3. OBJECTIVES AND HYPOTHESES The study seeks to identify the impact of using Teaching Unit Development, of the ASSURE model on the academic achievement of secondary first grade in Arabic language (rhetoric) course, also to: Highlight the importance of ASSURE model and its role in the development of instructional levels among secondary school students. Find out the possibility of increasing development opportunities that can be achieved in the teaching of Arabic language at the secondary level by using the ASSURE model. The study adopted the quasi-experimental method, in order to verify the following hypotheses:

There are statistically significant differences at the significance level 0.05 between mean grades in the achievement of the Arabic language (Rhetoric) at the first grade of secondary students in the control group between each of the two applications pre and post.

There are statistically significant differences at the significance level 0.05 between mean grades in the achievement of the Arabic language (Rhetoric) at the first grade of

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secondary students in the experimental group between each of the two applications pre and post.

There are statistically significant differences at the significance level 0.05 between the means grades in achievement for the experimental group which was taught by ASSURE model and the means of grades of achievement for the control group which was taught by the traditional method, in the post test, the differences were in favor of the experimental group.

4. METHOD AND MATERIALS The study community consisted of first-grade students in secondary schools in Omdurman locality of (16) schools, where was selected a random sample from the first grade of “Al Almutamr” secondary school consists of 49; were divided into two groups, control group consist of (25) and experimental group consists of (24) students. The teaching units have been analyzed according to the ASSURE model as follows: a) Analysis of learners characteristics General Characters: Number of students, 24 students. Age from 14 to 17 years. Good sitting environment (chairs and desks). Good sight situation for all students, as there is no weakness in their sight or any problems in perception or sensation. Good hearing situation. Medium economic situation, as the majority of students from middle-income families where there is no great variation among them. The social situation is stable for all students, where there are no social families’ problems that can affect in academic achievement. Students pre-level: Pre-test was designed to determine students' pre-level and their abilities and availability of the required capacity to study this unit and determine individual differences, if any. b) State objectives The objectives of the unit should be stated as follows: At the end of the study of relevant, students should be able to: Recognize the arrangement, and eloquent way writing Acquire the ability of eloquent speech Show the beauty spots in the eloquent speech. Apply the skill to use eloquent speech Develop the skill of accurately listening. Develop the skill of accurate observation Distinguish between four methods clearly. Compare between four methods referring to aspects of the comparison. Taste the beauty aspects in eloquent speech Conclude the aim of each method in eloquent language. Know the usage area of each method in eloquent language.

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c) Select instructional media and materials Instructional media and materials for the study of the unit have been selected as follows: The control group: Textbook, white board, preparation notebook. The experimental group: Display systems are composed of: Data show projector, a computer with presentations (PowerPoint) integrated with image and audio, as well as a visual presenter device to present opaque and transparent materials. d) Utilize instructional media and materials The control group had used the traditional method, using the textbook, white board from the beginning until the end of the lesson. While the experimental group used the cooperative method and collective discussion using the display systems are composed of Data show projector, a computer with presentations ( PowerPoint) integrated with image and audio, as well as visual presenter device according to the ASSURE model steps . e) Require students' participation Discussed the lesson according to what has been presented to the students in the experimental group through the creation of activities and events that allow the participation of the targeted students and then provide them with immediate feedback about the appropriateness of their performance during the presentation. In light of the group discussion of the lessons, the students were divided into two groups: (a), (b) so, to be offer the opportunity for students to answer all the questions in the form of competitive discussion. The teacher should always consider how to facilitate learner practice, performance, and provide feedback when the learner is removed from the instruction source. The options for the teacher to consider include: requiring performance during instruction and requiring performance after instruction, which created a state of classroom interaction, has led to an increase in student participation and their interaction positive. f) Evaluate Students This step was verified to ascertain the effectiveness of instructional media and materials, and the extent to get the objectives and appropriate teaching method through formative evaluation; that which to make the teacher can be amended his teaching plan in even be more appropriate to the level of his students. For the summative evaluation the post- test was designed, where was selected degree (40) of the whole degree (50) as a criterion assessment; reaching for this degree means that the student has got mastery level, while students who do not obtain this degree is considered unsuccessful. However, the teacher was expended effort and resources to determine how effective the chosen materials and media are for a given lesson and identify any learning problems encountered by the students in the course of the teaching. The study used the achievement test as an Instrument, to gather necessary information for quasi-experimental design in accordance with the following procedures: To determine the level of the two groups and to ensure of their equivalent; been a pretest design, including objective questions, after being to be sure of their studies for some content since the beginning of the school year, presented before the application to some experts from the Faculty of Education, University of Khartoum, and then was verified the reliability and validity coefficient.

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By using t- test, was identified the significant differences between the mean grates of the two groups at the significance level (0.05), table (1) shows that there is no statistically significant differences between the two groups, which confirms equal groups in the pretest before to start the experiment. The achievement post- test reference criterion was prepared, has been verified the external validity, and then was determined the reliability coefficient through the test retest method, where it is applied on a pilot sample, then the reliability coefficient was calculated accordingly the equation of Pearson to calculate correlation coefficient, of (0.855 ) was obtained , which is an acceptable reliability coefficient, and it was extracted self-validity coefficient, which amounted to (0.924), a high coefficient can be trusted. The application of the experiment was during the period from July 14, 2013 until September 15, 2013, where was the post-test. Data were collected and dispersed into a table, then analyzed statistically by program using appropriate statistical methods.

(SPSS)

Table 1: The equalization of the two group students grades in pre-test Result

tvalue

Df

Standard deviation(Sd.)

Group

Not

0.347

47

10.98

76.07

25

Control

9.87

77.05

24

Experimental

Mean

N

Significant

4. RESULT AND DISCUSSION Table 2 shows the result of the first hypothesis, there is no statistical significant differences between the mean grades of the control group in each of the two applications pre and post tests, on the basis of these results, Hypothesis, was rejected. Perhaps explains that, the group that studied in the traditional way there is no change in their grade achievement, therefore, does not appear to improve significantly meaningful in achievement levels. Table 2: The significant differences in pre-test and post -test for the control group Group

Test

Mean

standard deviation(Sd.)

t- value

result

Control

Pre

39.075

4.097

0.000

Not significant

Control

post

39.075

4.097

Table 3 shows that the t-value = 8.442 with a mean = 44.90 in the post-test and = 39.10 in the pre-test, which indicates the presence of statistically significant differences among respondents from the experimental group for post-application. Bases on this result, the hypothesis that “There are statistically significant differences at the significance level 0.05 between mean grades in achievement of the Arabic language (Rhetoric) at the first grade of secondary students for the experimental group between each of the two applications pre and post” is not rejected.

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Table 3: The significant differences in pre-test and post -test for the experimental group Group

Test

Mean

Sd

t- value

result

Experimental

Pre

39.10

3.51

8.44

Experimental

post

44.90

3.47

significant differences

Table 4 shows that a result of t- test for two samples of the mean grades of the two groups in the post-test indicated statistically significant differences between the two groups. Which confirms the superiority of the experimental group that studied according to the ASSURE model to the control group, that studied by traditional method. Table 4: Shows the result of t- test for the mean grades of the two groups Group Control Experimental

N 25 24

Mean 19.5 22.7

Sd 03.40 03.10

Df

t- value

47

2.80

Result Significant

There is a statistical significant differences between the mean grades of the experimental group that studied according to the ASSURE model and the mean grades of the control group that studied by the traditional method in the post-test in favor of the experimental group at the significance level (0.05) . Perhaps due to the fact that the use of ASSURE model is worked to encourage students to think through fact-finding, and desire for dialogue and exchange of opinion. Despite this result, some studies found significant differences in favour of the experimental group; see: Table 5 which shows the numbers of respondents who have reached degrees above (40), a degree have been determined as a criterion measure to reach the mastery level, hence; it has reached the proportion in control group students (44%) while (79%) in experimental group students, that means the proportion of respondents who reached the mastery level was greater in the experimental group than their counterparts in the control group.

Table 5 shows the result of the mastery level between the control and experimental group Group Control Experimental

N 11 19

% 44 79

6. CONCLUSTION AND RECOMMENDATIONS The study has shown that the plans for suitable educational activities in a real educational environment should ensure that: all the single elements have to be fashioned, the persons involved should be trained in order to realize their role in the interface, the locations setup (see: Abdelaziz, 2013). The focal point of teaching system development should be of a much narrower scope: it should address the overall general principle and the all-purpose educational approach. Also, it should take on the functional strategies provided by the ASSURE design in order to apply them. While originality and scrutiny are the key competences for instructional plan, the emphasis should be on accuracy and competence in production. The productivity of the instructional system progress activity should be based on a dynamic and effective educational environment, with all required components put into practice.

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REFERENCES Abdelaziz,A. (2013). From physical benchmarks to mental benchmarks: A four dimension dynamic model to Assure the quality of instructional activities in electronic and virtual learning environments.Turkish online journal of distance education (TOJDE),2(14), 268 – 281. Bahar Baran (2010) Experiences from the Process of Designing Lessons with Interactive Whiteboard: ASSURE as a Road Map. Contemporary Educational Technology, 1(4), 367-380 Driscoll,M., (2002). Psychological foundation of instructional design. In Robert R., and John,D.(Eds.), ), Trends and issues in instructional design and technology ,pp. 57 – 69).N.J.: Mer Merrill Prentice Hall. Gustafson.L.,& Branch,M.,(2007). What is instructional design? In Reiser,A., and Dempsey,V.,(Eds), Trends and issues in instructional design and technology 2nd ed,pp. 11 – 28). Upper Saddle River,N.J.: Person/Merrill Prentice Hall. Heinch, R.,Molenda,M.,& Russell,J., (1993).Instructional media and the new technologies of instruction. 4th Ed. New York: Macmillan Publishing Company. Heinich, R., Molenda, M. R., & Russell, J. D. (7). J. & Smaldino, S.(1999) Instructional Media and Technologies for Learning. Boston: Pearson Honebein, P.C., Duffy T. and Fishman B. (1993) Constructivism and the Design of Learning Environment: Context and Authentic Activities for Learning, in T.M. Duffy, J. Lowyck and D. Jonassen (eds.), Design Environments for Constructivist Learning, Springer-Verlag, NY, pp. 87-108. Lily Sun and Shirley Williams (2014) An Instructional Design Model for Constructivist Learning, University of Reading working Paper, England. Megaw, A. (2006) Deconstructing the Heinch,Molenda,Russell, and Smaldino instructional design model. Retrieved 9 Novmber, 2014, from http://ipislam.edu.my/kplir/Bacaan/Assure/idm_angela.pdf. Qais Faryadi (2012) The Architecture of Interactive Multimedia Courseware: A Conceptual and an Empirical-Based Design Process: Phase One. International Journal of Humanities and Social Science Vol. 2 No. 3 Reigeluth,C.,& Carr-chellman,A.,(2009). Instructional design theories and models.(vol.3).New York: NY: Routleedge. Resiser, R. &Dempsey,J.(2007). Trend and Issues in Instructional Design and Technology. (2th. Ed.).Upper Saddle River, NJ: Merrill Prentice. Reiser, R. &Dick,W.(1999).Evaluating Instructional software,Educational Technology research and Development,38 (3),pp. 43 – 50. Seels, B. & Richy,R.(1994).Instructional Technology: the Definition and Domains of the Field. Washington, DC: AECT. Sezer, B. & et.al. (2013).Integration technology into classroom: The learner – centered instructional design. International Journal on new Trends in Education and their Implication.Vol.(Oct.,2013),4 Issue.,pp. 134 – 144. Smaldino, S., Lowther, D., & Russell, J. (2012). Instructional technology and media for learning (10th Ed.). Upper Saddle River, NJ: Prentice Hall.

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