The effectiveness of employing a visual learning strategy in developing the reading comprehension skills of vertical poetry among outstanding tenth grade students

Abstract

Introduction. Using visual learning tools to enhance reading comprehension of vertical poetry is a fresh and modern take on schooling. Using visual assistance, this method seeks to improve students' comprehension and interpretation of poetry, a form that frequently exposes intricate topics and structures. In today's digital world, where visual information is everywhere, this method presents a one-of-a-kind chance to get students more invested in poetry study and enjoyment. Aim. This study's overarching goal is to determine whether or not visual learning tactics may improve the reading comprehension of vertical poetry among Jordan's top tenth graders. Research methods. A test was built to measure reading comprehension skills to achieve the study objectives. The study sample consisted of (71) outstanding tenth grade students, who were randomly distributed into two groups: an experimental group and the number of its students was (35); (18) females, and (17) males, studied according to the visual learning strategy, and the control group consisted of (36) students; (18) females, and (18) males, studied according to the regular learning strategy. Results. The study found that exceptional students' reading comprehension skills improved significantly when diverse teaching strategies were used, with visual learning techniques having the greatest impact on the experimental group. Posttest scores in the literary taste domain increased significantly from pretest levels; for example, in visual learning they increased from 8.52 to 10.52, and in regular learning they increased from 7.34 to 12.08. Both the pre- and post-tests showed the same pattern of improved performance in all domains of reading comprehension. As an example, literal domain posttest scores increased from 6.22 to 9.10, whereas literal domain pretest scores increased from 6.22 to 7.02. Regardless of the learning approach used, the study demonstrated that both male and female students improved to similar levels; for the gender variable in different reading comprehension domains (literal, deductive, critical, literary taste, creative), the F values were: 1.239, 0.362, 0.005, 0.079, and 0.068 respectively.These values, all obtained at the significance level (α = 0.05), indicate a lack of statistically significant differences between male and female students in these domains.This shows that visual learning and other similar teaching tactics work equally well for students of both sexes when it comes to improving their reading comprehension. In conclusion, the study showed that the fields of literal, deductive, and literature taste vary among students, as the outstanding students have the highest abilities. the visual learning strategy had a positive effect on the absorption and retention of Arabic poetry among the tenth-grade outstanding students.