The Impact of the Conker Digital Chunking Platform on Arabic Reading Comprehension Among Eighth-Grade Students
DOI:
https://doi.org/10.17507/tpls.1607.06Keywords:
digital learning platforms, reading comprehension, digital chunking, Conker platformAbstract
This study explored the impact of digital chunking through the use of the Conker Platform on eighth-grade students’ Arabic reading comprehension. The study sample included 74 students who were divided into an experimental group that used the Conker platform for 10 weeks and a control group that studied through the traditional method. The results revealed that the experimental group achieved significant improvements in all levels of comprehension. Literal comprehension increased by more than 30 points, and inferential comprehension increased even more, which is important because it is harder than literal comprehension and requires direct training. The students in the experimental group used feedback 12 times a week, while the control group used it only 3 times. Critical understanding also improved significantly. The experimental group also completed more activities, which showed that the platform increased their participation and motivation, and their ratings for the platform, including ease of use and clarity of activities, were very high. The study demonstrates that well-designed digital platforms that employ effective teaching techniques like chunking have a significant influence and alter the content of the lesson. This indicates that digital education is necessary, especially if we want to raise the reading comprehension level and tackle the reading crisis that clearly appears from eighth grade and beyond. The study recommends integrating digital chunking strategies into teaching, not as a complete replacement for traditional methods, but as a powerful tool that makes comprehension easier, deeper, and more enjoyable.
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