Proficient Students Research Articles

Integrating 5E Model with Planned-Incidental Grammar Teaching Approach to enhance grammar competency of eighth-grade Odia medium school students, in a time-sensitive manner

Prompted by the challenges faced by teachers in balancing grammar and content in English classes, coupled with the poor English proficiency of rural Odia medium school students, the study aimed to devise an intervention that could balance content and grammar, thereby enhancing the grammar competency and content comprehension of eighth-grade students. Based on quasi-experimental research with a pretest-posttest nonequivalent group design, two groups were assigned treatment conditions: the 5E Model with Planned-Incidental Grammar Teaching Approach (experimental group) and the traditional Grammar Translation Method (control group) during class instructions. Data were collected from 100 school students, with 52 in the experimental group and 48 in the control group, using pretest and posttest assessments. The mixed ANOVA test results revealed significantly higher posttest scores in the experimental group compared to the control group, highlighting the positive impact of the intervention on students’ grammar proficiency. The t-test for the comprehension test suggested comparable levels of comprehension in both groups, indicating the efficiency of the new pedagogical strategy in seamlessly integrating grammar instruction into regular classroom teaching, optimizing instructional time and ensuring balance between content and grammar, making it particularly valuable for educators facing time constraints. This study underscores the need for professional development opportunities to enhance teachers’ pedagogical skills and knowledge. Further research is warranted to explore the intervention’s impact on various language skills and assess its applicability in diverse contexts, contributing to a broader understanding of its implications.

Aptitude Training System Using Decision Trees

This paper presents the development of an adaptive online aptitude training system utilizing decision trees for students preparing for campus placements. The system aims to assess and enhance students' aptitude and technical skills through personalized learning experiences. Leveraging a vast question bank, the system employs an adaptive algorithm analyzing users' responses, time spent, and performance data from pre-assessments to tailor subsequent assessments. By integrating AI-based question selection, the system ensures relevance and effectiveness in assessing student proficiency. The focus lies on providing targeted exercises to address individual weaknesses, thereby optimizing preparation for campus interviews. This paper underscores the efficacy of decision tree algorithms in delivering personalized aptitude training, contributing to students' success in securing placements. Keywords: Adaptive Learning, Decision Trees, Aptitude Training, Personalized Education

An Integrative Approach to STEM Workforce Preparation in a Biomedical Science Course [Quality Improvement

Successful retention of STEM majors that then successfully transition into the U.S. STEM workforce is a major challenge for institutions of higher education. The present work represents a quality improvement study of a custom-designed professional development course for undergraduate students characterized by an innovative integration of workforce preparation activities into a STEM content knowledge course. The QI study investigated the student-perceived impact of participation in goal setting and skill assessment utilizing an individual development plan and whether participation in the custom-designed training course increased student proficiency in STEM workforce-relevant skills. Program evaluation data was used to address the professional development needs of undergraduate STEM students, who are members of underrepresented groups in biomedical science. Evaluation data was used to design the professional development course to target and customize structures to support student success planning and goal attainment. Analysis of reported outcomes indicates that most students benefited from participation in the course and experienced a positive impact on their proficiency in workforce relevant skills and goal setting. This integrated approach to workforce preparation in STEM may address some of the persistence and retention challenges that threaten the size and diversity of the future STEM workforce within the U.S.

Unlocking the Secrets of Arabic Learning: Implementing the Al-Syamiyyah Al-Syafahiyah Method as an Effective Alternative in Schools and Islamic Boarding Schools

This research aims to analyze the contribution of the Al-Syamiyyah Al-Syafahiyyah method as a suitable foundational strategy in basic Arabic language learning. The study is motivated by the limited understanding within the education community regarding Arabic language teaching methods. The qualitative approach with descriptive analysis is used, analyzing various selected literature to answer and support the findings. Based on the research results, it can be concluded that the Al-Syamiyyah Al-Syafahiyyah method is a strategic approach that should be implemented in basic Arabic language learning. However, it is essential to consider both the strengths and weaknesses of this method, as not all aspects may be effectively implemented. This research sheds light on the significance of the Al-Syamiyyah Al-Syafahiyyah method as a valuable tool in Arabic language education and emphasizes the need for further exploration and refinement of language teaching approaches. By understanding and implementing this method effectively, educators can enhance the learning experience and proficiency of students in basic Arabic language skills.

Perception, Knowledge, Indications, and Future Prospects of Point-of-Care Ultrasound Among Medical Students in Saudi Arabia.

Introduction Point-of-care ultrasound (POCUS) has become integral across medical specialties globally, addressing clinical queries, guiding procedures, and bridging the gap between physical examination and advanced imaging. Early ultrasound training for medical students enhances clinical decision-making and reduces diagnostic errors. Aims To evaluate the knowledge and attitude of senior medical students towards POCUS and to assess knowledge gaps and difficulties encountered by senior medical students to assist in the development of future curricula. Methodology This is an observational, cross-sectional approach to evaluate knowledge, attitude, and practice ofPOCUSamong senior medical students in the Kingdom of Saudi Arabia. The study was conducted from January to September 2023. An electronic questionnaire was distributed through online platforms utilizing medical school databases across various regions. The survey encompassed sociodemographics, training methods, diagnostic indications, and participants' self-reported proficiency and attitudes toward POCUS. The data was chiefly collected using the Likert scale. Descriptive statisticswere used to describe the quantitative and categorical variables. Bivariate and multivariate analyses were used to examine correlations. Results A total of 359 senior medical students completed the survey. Most responders were females (57.9%) with the predominating age group being ≤ 24 years (83.6%). The students predominantly were from the Central region of Saudi Arabia (75.5%). Ultrasound training varied among responders; 31.5% received formal courses (median duration: two hours) and 23.4% informal courses (median duration: four hours). Around 17.3% practiced POCUS self-teaching (median duration: four hours). A total of 3.6% had formal POCUS accreditation. A gargantuan 82.2% never used POCUS in their attached hospital for a variety of reasons.Multivariable logistic binary regression analysis showed a positive correlationbetween students' self-teaching of POCUS and their perceived difficulty performing an ultrasound examination for patients in daily practice. Discussion A comparable study was done at King Saud binAbdulazizUniversity for Health Sciences (KSAU-HS) in 2022 surveying 229 senior medical students byRajendramet al. In their study, 21.4% completed formal courses and 12.7% took informal courses. While many students in our study were not exposed to POCUS (82.2%), KSAU-HS reported a higher percentage reaching 94.8%. A study by Russel et al. demonstrated more than half of 154 surveyed medical schools in the United States have implemented POCUS into their students' curriculum. Conclusion POCUS stands as a valuable skill that can enhance the educational journey of undergraduate medical students. Considering that a significant number of participants haven't yet taken formal medical school courses suggests a lack of awareness about its significance in the medical field. Offering additional courses with practical components could enhance the proficiency, confidence, and outlook of medical students toward POCUS.

University rankings: Time to reconsider

University rankings offer some benefits but also come with significant drawbacks. While they can encourage healthy competition, they often lead to unethical practices and prioritize short- term gains over long-term educational purposes. Relying on biased metrics like citations and journal impact factors is a major flaw, potentially misrepresenting the true value of scholarly work. The foremost focus of universities should be on educating proficient students, advancing dependable knowledge, and addressing societal needs. Annual rankings based on one year's criteria and output prove impractical, as research outcomes and educational impact require more time to materialize. It is crucial to consider abandoning or reevaluating ranking systems to prevent biased, financially-driven approaches from causing harm. An internal assessment, gauging satisfaction levels within the university community and the quality of education provided, could offer a more effective approach to ranking universities. Acknowledging the negative impact of journal rankings took decades. It is imperative to avoid subjecting educational systems to similarly detrimental effects from university rankings. The most effective method for ranking universities is through an internal system that takes into account the satisfaction levels of university community members regarding their work conditions and overall institution, as well as whether students are acquiring the education and skills they seek.

Use of specifications-based grading in an online, asynchronous graduate organic chemistry course

Specifications-based grading is an alternative grading scheme that emphasizes student proficiency of learning objectives. Course grades are determined by the number of objectives completed rather than the number of points accumulated. At the University of Saint Joseph, CHEM 510 Intermediate Organic Chemistry is the foundation course that all incoming graduate students take in their first semester of the fully online, asynchronous MS programs in Chemistry and Biochemistry. Students in CHEM 510 complete the entire course online and at their own pace within the structured due dates, which presents unique challenges compared with synchronous learning modalities. With these considerations in mind, CHEM 510 was revised to use a specifications-based grading scheme with an a la carte assessment menu and token system. Generally, students found the alternative grading scheme helpful, but they needed additional instructions and time to adjust to the new grading system. By the end of the semester, students expressed their appreciation for the ability to choose their assessment method, work at their own pace, and use the token system for extensions/retakes. The instructor found that implementation of specifications grading took greater time for the initial course setup, but did not require more time than points-based grading once the course began. One large positive outcome was that student-instructor interactions were more frequently about the content of the course rather than grades. Overall, there was a slight increase in the course’s pass rate compared to the pass rate prior to the change in grading modality. We believe that the implementation of the a la carte assessment menu accommodates a more diverse population of learners without sacrificing the integrity of student learning. Additionally, we believe that the diverse assessment opportunities were critical for the successful implementation of specifications-based learning in the online classroom environment, though further extension of the menu in synchronous, in-person classroom settings may be challenging.

Testing the tester

Over the summer of 2022. I was tasked with testing the language proficiency of many potential students who were unable to access the International English Language Testing System (IELTS), either due to displacement or other adverse circumstances. The largest cohort was that of Ukrainian students, following the Scottish government’s announcement that free education and living support would be available for those qualifying students. The second group was less homogenous. It varied in nationality, age, background, circumstances and fell under the broad umbrella of refugees and asylum seekers. The Ukrainian students, on acceptance of academic and language qualifications would directly enter faculty as undergraduates. In contrast, the refugees and asylum seekers would join the last five weeks of a 34-week pre-sessional course and then proceed to a Widening Access Course. Completion of this, and successful settled status would then enable them to enter degree courses. I use a reading-to-write integrated test based on an academic paper, followed by an interview of 20 – 30 minutes duration for all students who are unable to access IELTS or other recognized commercial language tests. Due to the urgency and sheer number of undergraduates needing to be tested over July/August 2022, I made the decision to use English for General Academic Purposes materials and conducted invigilated reading-to-write tests on Zoom, with individual interviews being conducted over the following days. While this format had been used successfully in the past with displaced PGT/PGR students, it quickly became apparent that it was unsuitable for the latter group of students. Here I reflect on my role and consider future test design.

Enhancing English Oral Proficiency of Chinese College Students: Curriculum Design Through the Communicative Approach Perspective

In the context of global communication and individual development, English has evolved into a universal lingua franca, playing a crucial role across various fields worldwide. Proficiency in spoken English is indispensable for the academic journey of Chinese college students. However, the current status of Chinese college students' spoken English proficiency reveals that there are still some aspects that need improvement. The communicative approach, recognized as an advanced language teaching methodology, proves to be instrumental in enhancing students' oral proficiency in English. This paper adopts the communicative approach perspective, employing a case study focused on a specific section of a Chinese students' English textbook. The study delves into the teaching path of "create-experience-practice-achieve". Building upon this teaching framework, a concrete teaching plan is designed, followed by an analysis and reflections, aiming to provide reflective insights as a practical reference for college-level oral English instruction. The ultimate goal is to contribute to the enhancement of college students' oral English proficiency.

Longitudinal Investigation: Impact of Production-Oriented Approach on Chinese University Students’ English Writing and Speaking Proficiency

This paper presents preliminary findings of a quantitative investigation of the effects of the Production-oriented Approach (POA) on the English writing and speaking proficiency of Chinese university students. Involving an experiment group instructed by the POA and a control group receiving regular instruction focusing on linguistic forms, the study organized reliable tests before, during and after the study, the data of which was analyzed from the perspectives of complexity, accuracy and fluency indices. Between-group and within-group analysis revealed that the experiment group exhibited a significant and sustained improvement in English writing and speaking fluency. However, notable progress in language production complexity and accuracy was lacking. Conversely, the control group demonstrated significant enhancements in both writing and speaking complexity and accuracy, with no observable improvement in fluency. The results underscore a cautious assessment of the effectiveness of the POA, suggesting its limited impact on students’ overall English proficiency in the context of this study. Educators and curriculum planners are encouraged to reconsider the comprehensive development of language proficiency within the POA. Striking a balance between a focus on form, which is prevalent in China’s English language education, and a focus on meaning is recommended for optimal language learning outcomes.

Usability of ChatGPT in the english essay writing proficiency of the BEED students

The advancement of AI technology, especially in language processing systems like ChatGPT, creates opportunities for students to elevate their writing skills. This study aimed to explore the relationship between the usability of ChatGPT and the English essay writing proficiency of the BEED students. The study utilized a descriptive correlational design to investigate the relationship. A sample of 58 participants was selected to write an essay with the assistance of ChatGPT. Researchers developed and employed a rubric to assess the quality and ethical use of ChatGPT. Then, the participants answered the USE questionnaire to measure their perceived usability of ChatGPT. The result revealed that BEED students perceived ChatGPT as beneficial in enhancing their essays and found the system easy to use, and learn, and provided satisfying results. The participants also expressed a strong sense of contentment regarding using ChatGPT. The essay writing proficiency assessment revealed that BEED students were proficient writers. However, a Pearson correlation coefficient of 0.042 showed a statistically significant but very weak relationship observed between ChatGPT usability and English essay writing proficiency levels. It can be concluded that ChatGPT may improve students' essay writing proficiency to a minimal extent. Moreover, this study recommended further research to explore ChatGPT's use in other academic outputs, refine the rubrics to include vocabulary, grammar, and sentence structure criteria, and provide training for effective AI tool management among students. Also, policymakers should establish clear policies and guidelines to ensure the responsible and ethical use of ChatGPT, maintaining academic integrity and enhancing writing proficiency.

Design and Implementation of English-Chinese Translation Teaching Platform Based on Deep Learning

The Translation Teaching Platform based on Deep Learning represents a groundbreaking advancement in language education, offering students immersive and personalized learning experiences. By leveraging deep learning algorithms, this platform facilitates real-time translation practice, allowing students to engage with authentic language materials and receive immediate feedback on their performance. Through interactive exercises, multimedia resources, and adaptive learning modules, students can enhance their language proficiency in a dynamic and engaging environment. Moreover, the platform's ability to analyze and adapt to individual learning styles enables personalized instruction tailored to each student's needs. With the Translation Teaching Platform based on Deep Learning, language educators can revolutionize their teaching methods and empower students to achieve fluency and proficiency in their target languages. This paper presents the design and implementation of an innovative English-Chinese Translation Teaching Platform based on Deep Learning, augmented by Embedding Feature Probabilistic Segmentation Classification (EF-PSC). The platform leverages advanced deep-learning techniques to provide students with immersive and interactive translation practice opportunities. Through simulated experiments and empirical validations, the efficacy of the platform is evaluated, demonstrating significant improvements in translation accuracy and learning outcomes compared to traditional methods. The EF-PSC model achieved an average accuracy rate of 91% in translating English to Chinese texts, outperforming conventional translation tools by 15%. Additionally, the platform's adaptive learning features enable personalized instruction tailored to each student's proficiency level and learning pace, leading to more effective language acquisition. These findings underscore the potential of deep learning with EF-PSC in revolutionizing translation teaching methods and enhancing language education.

Application of Deep Learning Technology in English Practical Teaching

Practical teaching emphasizes hands-on learning experiences that engage students in real-world applications of theoretical knowledge. Through practical teaching methods, students gain valuable skills, problem-solving abilities, and critical thinking capacities essential for their future careers. Practical teaching often involves interactive activities, experiments, projects, and simulations tailored to the subject matter, allowing students to explore concepts in depth and develop a deeper understanding of the material. This paper explores the application of deep learning technology in English practical teaching, leveraging Stacked Logistic Deep Learning (SLDL). The study aims to enhance the effectiveness of English language instruction by integrating deep learning techniques into practical teaching methodologies. Through simulated experiments and empirical validations, the efficacy of SLDL-enhanced practical teaching approaches is evaluated. Results demonstrate significant improvements in student proficiency and engagement compared to traditional methods. Simulation analysis expressed that students exposed to SLDL-enhanced practical teaching methods achieved an average score increase of 20% in English language assessments. Additionally, the SLDL model facilitated personalized learning experiences tailored to individual student needs, leading to more effective language acquisition and retention. These findings underscore the potential of deep learning technology, particularly SLDL, in revolutionizing English practical teaching and fostering enhanced learning outcomes.

Examining the Transformative Effect of the RADEC Learning Model on Student’s Fictional Writing Ability

This study originated from the observation of teachers employing traditional teaching methods, leading to a notable deficiency in students' proficiency in crafting fiction texts. The aim of this research is to investigate the impact of the RADEC (Read, Answer, Discuss, Explain, Create) learning model on the development of fiction writing skills among fifth-grade elementary students. Employing a quasi-quantitative experimental approach, this study utilizes a non-equivalent control group design, incorporating experimental and control classes. Data collection methods include observation, pretest and posttest assessments, and documentation. Data analysis involves normality testing, homogeneity of variance testing, and independent sample testing using SPSS IBM26. The findings reveal a statistically significant disparity in the average fiction writing ability between groups utilizing the RADEC model and conventional methods, with a significance value of 0.047 0.05. The noteworthy average improvement of 17.5 in students' fiction writing skills subsequent to the implementation of the RADEC learning model underscores its effectiveness, advocating for its adoption by educators, particularly for enhancing the writing proficiency of fifth-grade students.

Effectiveness of Poster Presentation Method for Vocabulary Enhancement of International Information Technology University Students

This paper investigates the impact of employing poster-making activities on the vocabulary proficiency of intermediate-level International Information Technology Students. The study focuses on a sample of four groups, each comprising 15 students, randomly assigned to either the treatment or control condition. The treatment group engages in structured poster-making exercises centered around IT-related terminology, while the control group receives conventional vocabulary instruction through traditional methods. Pre- and post-assessments, consisting of standardized vocabulary tests, will be administered to all four groups to measure vocabulary acquisition. Statistical analysis will be employed to compare the pre- and post-test scores between the treatment and control groups, while controlling for any initial differences in vocabulary proficiency. This article strictly adheres to a quantitative methodology, focusing on objective measurements of vocabulary gains. The study aims to provide empirical evidence regarding the effectiveness of poster-making activities as a supplementary tool for vocabulary enhancement in the context of Information Technology education. The findings of this study will contribute to the growing body of literature on innovative language learning strategies tailored to specialized fields like information technology. Additionally, the results will offer practical insights for educators and curriculum developers seeking evidence-based approaches to address the unique language learning needs of students in technical disciplines.

Assessment of Students’ Speaking Skills using the Competent Speaker Speech Rubric

The importance of English language learning for students worldwide, especially in countries where English serves as the medium of instruction, cannot be overstated. However, in educational institutions in Pakistan, appears to be an overemphasis on accuracy at the expense of fluency. As a result, students face challenges when communicating in English as their second language. The present study aims to assess the speaking proficiency of students who studied English II at the University of Swat, utilizing a sample comprising 65 students from two intact classes. A quantitative research design was employed to gather data, and students' presentations were observed using the Competent Speaker Speech Rubric. The results indicated that students' proficiency in five competencies, namely providing relevant supporting material, usage of suitable language, incorporation of vocal variety, usage of an effective pattern to present a topic and display of proper articulation, pronunciation and grammar, were below the satisfactory level. On a positive note, students surpassed satisfactory standards in three competencies, specifically selecting and refining a topic, effectively conveying a thesis or specific purpose, and employing physical and nonverbal cues to enhance verbal communication. The present study has significant implications for instructors, suggesting them using rubrics as valuable grading tools to evaluate students effectively.

Evaluation of Students' Proficiency in Removing Gutta-Percha Prior to Fiber Post Placement: A Retrospective Study.

This retrospective study focuses on dental students' proficiency in removing gutta-percha during fiber post space preparation, which is important for maintaining apical seal integrity in endodontically treated teeth. Emphasizing the significance of preventing further reinfection. The primary objective of this study was to assess the proficiency of undergraduate dental students in the manipulation of gutta-percha during fiber post preparation, specifically focusing on the psychomotor skills involved. In addition, the study aims to determine the predictive value of these skills on the ultimate clinical outcomes of the procedure, with particular emphasis on variations attributable to tooth type. The analysis encompassed 290 periapical radiographs obtained from endodontically treated teeth, all of which had undergone fiber post placement by undergraduate students at the College of Dentistry, Taibah University, Saudi Arabia. Postoperatively, the length of the remaining gutta-percha was measured by two experts in the field, and subsequent outcomes were classified into three categories: optimal, suboptimal, and inadequate, based on the extent of gutta-percha remaining. Students showed optimal removal rates ranging from 33.3% to 73.1%. Among the studied sample, upper anterior teeth were the highest included teeth (n=117, 40%). Remarkably, lower anterior teeth were more prone to suboptimal and inadequate gutta-percha remaining lengths (n=24, 33%). However, the chi-square test revealed no statistically significant difference in students' psychomotor skills while removing the gutta-percha and preparing the teeth to receive fiber posts across tooth types (p-value > 0.05). With the limitations of this study, more than half of the included cases show that undergraduate students of the College of Dentistry at Taibah University, Saudi Arabia, possess an optimum level of psychomotor skills in removing gutta-percha while preparing the teeth for receiving fiber posts. This study suggests enhancing the preclinical training of students by considering more training on different tooth types in relation to dental arches.

NAVIGATING MEDIA LITERACY CHALLENGES IN HIGHER EDUCATION EFL COURSES: INSIGHTS FROM STUDENT BEHAVIORS AND PEDAGOGICAL STRATEGIES

This study aims to assess the media literacy proficiency of university students to enhance educational programs and skill development. Using a mixed methods approach, it examines students’ social media usage, interactions with misinformation, and news verification strategies. Data collection involves Google Forms surveys, the Online Standard Deviation Calculator, and interviews with faculty members. The findings highlight significant social media use, with platforms like Google, YouTube, Instagram, and TikTok being ubiquitously used. Students’ engagement with misinformation and their verification methods are explored, revealing a reliance on search engines and the need for legal frameworks. The challenges faced by students in navigating social media underscore the pivotal role of media literacy education. Material and pedagogical hurdles limit its integration effectiveness. The study advocates for a holistic approach, emphasizing the need for didactic materials and faculty development to foster effective media literacy integration. Despite challenges, this study highlights collective awareness and commitment to enhancing media literacy in academia. Insights from online behaviours, media consumption, and misinformation encounters inform pedagogical preferences, offering considerations for refining teaching methodologies. Addressing identified challenges is crucial for cultivating a media-literate academic community, marking this study as a catalyst for future research and interventions. Key words: critical media literacy, effective learning, fake news, clickbait, social networks.

Learning curves in abdominal ultrasound in medical students.

Ultrasound (US) is an essential diagnostic and educational tool in medical practice, and its effective implementation into medical curricula is critical. This study aimed to compare the efficacy of two disparate educational approaches-anoptional semester course and a specifically curated intensive workshop-on the learning curve of medical students in abdominal ultrasonography. Engaging fourth and fifth-year medical students, this study, incorporated boththeoretical and practical elements of US, providing participants with hands-on experience and evaluative assessments pre- andpost-training. Students were segregated into two groups: one experienced a 14-hour optional semester course and the othera 6-hour intensive workshop, both yielding distinct teaching methodologies yet aspiring for synonymous educational outcomes. Involving a total of 93 participants, findings elucidated that regardless of the educational method employed,post-training identification of US structures exhibited a significant enhancement compared to pre-training. Interestingly, nosubstantial disparities were discerned between the two educational approaches nor gender-based differences in learning outcomes. This investigation provides pivotal insights into the versatile utility of different educational strategies inabdominal US training for medical students, affirming that varied pedagogical methods can achieve comparable augmentations in student proficiency. Further research is paramount to ascertain the optimal integration of US education into medicalcurricula, considering aspects such as duration, depth, and mode of delivery.

Enhancing Tajwid Skills through Harakah-Based Learning Media: An Evaluation of MPQu-Berkah among Schoolchildren

The research explores the efficacy of MPQu-Berkah, a harakah-based digital media, in enhancing tajwid skills among schoolchildren (Elementary Students), specifically focusing on Makhārijul hurūf and Ṣifātul hurūf. Utilizing a Nonequivalent Pretest-posttest Control Group Design, the study compares the tajwid proficiency of students engaging with MPQu-Berkah to those following traditional learning methods. The methodology encompasses pretests and posttests, alongside an independent t-test for statistical analysis, to evaluate the impact of the learning media on Quranic reading accuracy and fluency. Findings reveal a significant improvement in the experimental group's tajwid abilities, highlighted by an 11% average competency increase, evidencing MPQu-Berkah's effectiveness. The developed media, tailored for elementary education in the digital era, features audio-visual content designed to facilitate accessible and engaging tajwid learning. Despite the positive outcomes, the study acknowledges limitations due to its experimental setting and suggests future research to investigate the wider application and sustained impact of digital learning tools in religious education. This research underlines the potential for integrating multimedia tools in educational curricula, proposing a shift towards technology-enhanced learning environments to cater to the digital-native generation's needs. The findings advocate for a paradigm change in Quranic education, indicating that technological integration can substantially improve learning outcomes, contributing to the fields of educational technology and linguistic skill teaching.