The Effectiveness of the V.A.R.K Model in Acquiring Grammatical Concepts Among Eighth-Grade Students in Jordan

Abstract

Arabic grammar instruction in Jordanian middle schools emphasizes rule memorization and decontextualized learning, yet assessments show low proficiency among eighth-grade students. This study aims to examine whether an eight-week UDL-aligned multisensory program improves immediate receptive grammatical knowledge in eighth-grade male students compared to traditional instruction. Fifty-four male students (experimental n=27, control n=27) participated in a quasi-experiment. The experimental group received 12 hours of multisensory instruction (visual, auditory, read/write, kinesthetic) based on UDL, Cognitive Load Theory, and Skill Acquisition Theory. Both groups completed pre- and post-tests; ANCOVA used pre-test scores as covariates, with bootstrap (1,000 iterations) for 95% CI and sensitivity analysis. ANCOVA showed a significant group effect, F (1,51) =38.32, p<.001, η²=.429, 95% CI [.312, .511]; Hedges’ g=1.84, 95% CI [1.14, 2.54]. Sensitivity analyses after removing outliers confirmed stability (η²=.426). Productive grammar scores were lower than receptive scores with no differential trend. An eight-week UDL-aligned multisensory program supports short-term receptive acquisition of Arabic grammatical concepts.