Employing Educational Games and Their Obstacles in Developing Reading and Writing Skills among First-Cycle Pupils in Jarablus
Employing Educational Games and Their Obstacles in Developing Reading and Writing Skills among First-Cycle Pupils in Jarablus
| Mohamed Nour Omar Saad El-Din m.nour.saad93@gmail.com |
| Dr. Siham Mostsafa Abdulaziz sihamabdulaziz79@gmail.com |
Abstract
This study aimed to identify the reality of employing educational games in developing reading and writing skills among first-cycle basic education students in the city of Jarablus and to explore the obstacles that limit their use. The study adopted a descriptive-analytical approach and was conducted on a random sample of 110 teachers from the first, second, third, and fourth grades of basic education. A questionnaire consisting of two dimensions was used as the main data collection instrument.
The findings revealed that the level of educational game utilization was high. At the same time, the obstacles associated with their use were also found to be high. This result may be explained by teachers’ awareness of the educational value of games and their positive impact on developing students’ skills and motivation to learn, which encourages their use despite the challenges encountered. The findings further suggest that the presence of obstacles does not necessarily prevent the implementation of educational games; rather, it affects the ease and effectiveness of their application. The most prominent challenges included limited class time, insufficient educational resources, and the need for additional support and professional training.
The results also indicated that there were no statistically significant differences in teachers’ responses attributable to gender, age, academic qualification, or years of experience, reflecting a high degree of consistency in participants’ perceptions regarding both the use of educational games and the challenges associated with them.
Based on these findings, the study recommended integrating educational games into daily lesson planning, allocating dedicated time for their implementation during class sessions, and providing teachers with adequate financial, technical, and training support to enhance the effectiveness of educational game use and maximize its educational benefits.
Key words: Educational games, reading skills, Writing skills, First cycle, Basic education.
