The Impact of Third-Grade StudentsJoining an International EducationalProgram on Mastering Arabic Language

Abstract

  This study examined the impact of enrolling third-grade students in an international education program on the mastery of Arabic reading and writing skills. The study sample consisted of 94 male and female students. An observation checklist containing 18 items, divided into two domains, reading and writing, was used as a data collection instrument. This study employed a quasi-experimental design. The findings showed that in the National Education Program, students significantly outperformed their peers in the international program in terms of both reading and writing skills. There was no statistically significant difference between male and female students in the program regarding skill mastery. The educational program strongly influenced the performance skills, explaining 63.9% of the variance in reading and 60.3% in writing. However, it had no significant impact on skill acquisition. Additionally, the interaction between the type of educational program and gender was not statistically significant.