The Impact of Using the Noorani Qaida on Developing Young Children’s Language Skills at Kindergartens in Al-Ahsa Governorate from the Noorani Qaida Teachers’ Perspective

Abstract

The study aims to investigate the impact of using the Noorani Qaida on developing language skills in young children attending kindergartens in Al-Ahsa Governorate from the perspective of Noorani Qaida teachers. To achieve the study's objective, a mixed-method approach was used to diversify data collection methods, including surveys and interviews. The sequential explanatory design was chosen as a type of mixed-methods research. In the first stage, quantitative data were collected through a questionnaire distributed to all the Noorani Qaida teachers in Al-Ahsa Governorate, totaling 30 teachers. In the second stage, qualitative data were collected through interviews with nine teachers to help interpret the quantitative results. The study results indicated that the impact of using the Noorani Qaida on developing language skills in young children attending kindergartens in Al-Ahsa Governorate from the perspective of Noorani Qaida teachers was significant with an average score of 4.07. The impact was highest on listening skills, with an average score of 4.41, followed by reading skills, with an average score of 4.01, both in the high range. Speaking skills ranked third with an average score of 3.99 in the high range. Writing skills ranked lowest with an average score of 3.86, still in the high range. The study recommended implementing the Noorani Qaida in kindergartens.