The Effect of Using an Intel- Teach-to-the-Future Program on the Tenth Grade Students’ Achievement in the Arabic Language in Jordan

Abstract

This study aimed at detecting the effect of using an Intel- teach-to-the-future program on the Tenth Grade students’ achievement in the Arabic language, particularly in Arabic communication skills, in Jordan. There was a subject sample consisting of (157) male and female students distributed over two schools. This sample was divided as well into two groups; the experimental group with (36) boys and (42) girls who studied the subject material via the Intel-based teach-to-the-future program, and the control group with (38) boys and (41) girls who studied the (α = 0.05) same subject material according to the traditional teaching program. The present study in its findings showed that there was a statistically significant difference among the subject students in terms of achievement in favor of the experimental group. Also, there was a statistically significant difference among the subject students in terms of achievement due to gender in favor of girls. However, there were no any statistically significant (α = 0.05) differences in the students’ achievement due to the interaction between gender and teaching method.