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Evaluating the Effectiveness of Gagné’s Instructional Model in Teaching Arabic Syntax (A Comparative Study of Iranian and Iraqi Theology Students) | ||
| الهیات تطبیقی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 06 مهر 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22108/coth.2026.149759.2144 | ||
| نویسندگان | ||
| Abdul Baqi Badr Nasir hussain Abdul Baqi Badr Nasir hussain1؛ علی بنائیان اصفهانی* 2؛ فائزه پسندی3 | ||
| 1Professor, Department of Arabic Language, Mustansiriyah University | ||
| 2استادیار گروه علوم قرآن و حدیث دانشگاه اصفهان | ||
| 3استادیار گروه آموزش زبان و ادبیات عربی، دانشگاه فرهنگیان، تهران، ایران – صندوق پستی 889-14665 | ||
| چکیده | ||
| Gagné’s nine-step model is regarded as a comprehensive instructional design model grounded in activating prior knowledge, guiding the learning process, and providing continuous feedback; however, its application to the teaching of Arabic syntax, particularly in a comparative format, has received little attention. The present study was conducted to evaluate the effectiveness of this model in teaching Arabic syntax to Iranian and Iraqi theology students at Farhangian University of Isfahan and Mustansiriyah University, and to compare it using a mixed (quantitative-qualitative) approach. The statistical population consisted of 200 undergraduate theology students (100 Iranian and 100 Iraqi), and the research instrument was a researcher-made 27-item questionnaire on a five-point Likert scale, whose content validity (CVR > 0.78) and reliability (Cronbach’s alpha of 0.87 for Iranians and 0.84 for Iraqis) were confirmed. Quantitative data were analyzed using descriptive statistics, one-sample t-tests, and independent t-tests in SPSS-26, while qualitative data were examined through inductive content analysis. The findings indicate a high level of effectiveness of the model in both groups (4.22 for Iranians and 4.10 for Iraqis; p < 0.001). The “providing feedback” and “stimulating recall of prior learning” stages received the highest scores, while the “gaining attention” stage received the lowest. Significant differences between the groups were observed only in the “eliciting performance/guiding learning” stage (t = 2.04, p < 0.05) and the “enhancing retention and transfer” stage (t = 2.90, p < 0.01). Consequently, Gagné’s instructional model demonstrates high . | ||
| کلیدواژهها | ||
| Gagné’s nine-step model؛ teaching Arabic syntax؛ comparative study؛ theology students؛ Iran and Iraq | ||
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