International Journal of Educational and Psychological Studies

Volume 2 - Issue 1 (4) | PP: 109 - 138 Language : العربية
DOI : 10.12816/0044322
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The Effect of Teaching the Holy Qur'an by Using the Blending Learning on Correcting the Recitation for the learners of the Universal Qur'anic Academic Rings

Abdulaziz bin Germain bin Abdulaziz Al-Shihri ,
Ahmed bin Zaid Al-Massaad
Received Date Revised Date Accepted Date Publication Date
27/9/2017 11/10/2017 17/10/2017 22/10/2017
Abstract
The research aimed to know the effect of teaching The Holy Qur’an by using the blended learning on correcting the recitation of memorization rings’ learners in the universal Qur’anic academy. The researcher used the quasi-experimental method. The participants were (34) academy learners in the first semester 1436/1437 AH. They were divided into two groups: control and experimental. The control group consisted of (17) students received traditional teaching. On the other side, the experimental group consisted of (17) students were taught via the blended learning by utilizing the Google’s Hangouts. The researcher relied on an achievement test (orally) as a main tool. The tool was testing four skills, which are (avoiding mistakes, modulation, rhythmic recitation, fluency). The findings showed that using the blended learning had a statistical functional effect on improving all of the four recitation skills of the experimental group learners at the level of (0.05), compared with the control group which was (0.000). This finding was due to the advantages of the blended learning, compared with the traditional way of teaching Qur’an. The research recommended benefitting from the available free applications for teaching the Holy Qur’an, which increases the motivation of the learners.


How To Cite This Article
Al-Shihri , A. b. G. b. A.& Al-Massaad , A. b. Z. (2017). The Effect of Teaching the Holy Qur'an by Using the Blending Learning on Correcting the Recitation for the learners of the Universal Qur'anic Academic Rings . International Journal of Educational and Psychological Studies, 2 (1), 109-138, 10.12816/0044322

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