The Effectiveness of Adaptive Smart Learning Environments in Developing Quranic Memorization and Comprehension Skills among Preparatory School Students

Abstract

This research aims to investigate the effectiveness of adaptive smart learning environments in developing Quranic memorization and comprehension skills among fourth-grade preparatory school students at Al-Maali Preparatory School for Girls, affiliated with the Baghdad Al-Rusafa II Education Directorate. The researcher adopted an experimental (quasi-experimental) approach with a two-group equivalent design (experimental and control) using pre- and post-tests to measure the effect of the independent variable, represented by adaptive smart learning environments, on the two dependent variables (Quranic memorization and comprehension skills). The research sample consisted of fourth-grade preparatory school students. The experimental group studied using adaptive smart learning environments that take into account individual differences and provide progressive educational content supported by immediate feedback, while the control group studied using the traditional method. A test was developed to measure Quranic memorization and comprehension skills, and its validity and reliability were verified. It was then administered to both groups before and after the test. Statistical analysis using a t-test revealed statistically significant differences favoring the experimental group in the post-test, indicating the effectiveness of smart adaptive learning environments in improving Quranic memorization and comprehension compared to the traditional method. The results also indicated that these environments contributed to enhancing individual learning, increasing interaction, and improving students' motivation to learn. Furthermore, they supported Quranic comprehension and reduced the performance gap between students. In light of these findings, the research recommends the necessity of employing smart adaptive learning environments in teaching the Holy Quran at various educational levels, training teachers in their use, and developing the supporting digital infrastructure. It also recommends conducting further studies in other subjects and educational stages.