The Effect of Oral Education and Electronic Storytelling Strategies in Teaching Islamic Education on Improving Imagination Skills among Basic Stage Female Students in Jordan

Abstract

This study aimed to investigate the effect of oral and electronic storytelling strategies in teaching Islamic education on Improving imagination skills of female students at basic stage schools in Jordan. The study involved a sample of 90 female basic stage fifth graders from three public schools chosen purposefully at Markah Educational District in Amman. The subjects were chosen randomly, one class from each school. Oral storytelling was used with the first experimental group, electronic storytelling was used with the second experimental group, and the traditional method of teaching was used with the control group. An evaluation instrument was designed by the researchers to achieve the study objective. It is a 36-item test to measure imagination skills. Three units in Islamic studies curriculum of the fifth grade were used. Considering the structure of writing stories, the units were adapted into six stories, which consequently were made into electronic stories. The study indicated statistically significant differences (a= 0.05) between the performance of the students in the imagination skills due to the teaching method in favor of the oral and electronic storytelling strategies, as well as significant differences between the two experimental groups on the imagination skills in favor of the first experimental