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| Abstract : Universiti Pendidikan Sultan Idris |
| This study aimed to develop a mobile application (i-Almunawwar) for Arabic language
learning based on the KEMGERLY Model and evaluate its effectiveness and
acceptance. It aimed at identifying the effect of interaction between achievement and
ARCS motivation constructs toward User Acceptance (UA). A total of 470 beginner’s
Arabic learners from four universities in peninsular Malaysia were selected through
stratified random sampling technique. This study employed a quasi-experimental
design where the participants from each university were separated into two groups of
25-30. For the treatment group, i-Almunawwar was used to conduct the lessons, while
for the control group, a conventional pedagogical approach was adopted. The data were
collected through tests, questionnaires, and semi-structured interviews. The data were
then analysed using t-test and one-way ANCOVA. Structured Equation Modelling
(SEM) statistical analysis was used to estimate the parameters and conduct model
testing. The semi-structured interviews’ data that was conducted on eight (8)
participants were also descriptively and thematically analysed. The results of the t-test
indicated a significant effect on the achievement test score (p=0.000), with the mean
score of the treatment group (47.86) surpassing the control group (38.35). The finding
of ANCOVA showed a significant effect on the achievement test score, where the mean
scores of the male treatment group (51.16) and female treatment group (46.39)
surpassed the control group (38.35). The finding of the model testing revealed that the
proposed model met the fit index specification. Overall, the SEM analysis proved that
the variables contributed largely to 38.2% variance for UA. The findings from the semistructured
interview supported the SEM results. To conclude, i-Almunawwar is proven
to increase learners’ achievement and motivation besides contributing to development
theories and contextual educational technology acceptance. This study implicates in
providing a constructive guidance to MOHE and related parties in improving learners’
mastery in Arabic learning. |
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