English abstract
The study aimed at investigating the effect of tablet device-based interactive system on promoting grade five hearing disabled students' visual thinking and attitudes toward science subject in Oman. The researcher followed a mixed method approach (quasiexperimental quantitative and qualitative) on one group comprised of (14) males and (12) female grade five students in Al-Amal School which is the only Omani school specialized in teaching students with hearing disability. The study lasted 7 weeks in the school year 2016-2017 To achieve the aims of the study, an interactive system was designed on tablet devises supplemented by a teacher's guide book which were both validated by specialized examiners. The interactive system consisted of an interactive book on human body organs unit and some supplementary applications. Every student was given a tablet device to use throughout the study period. A visual thinking test (r = 0.71) was designed of (20) terminologies on five different skills. In addition to that, the researcher used a survey (r= 0.76) containing (20) statements on four different aspects to investigate students' attitude towards learning science. Furthermore, the study used a focus group interviews with some students after the intervention to find out the strategies used in solving visual thinking questions, and justification for attitudes towards science The results showed that there was a statistically significant difference at (a = 0.01) between the average means of the students in different visual skills after the intervention. There was also a statistically significant difference at (a = 0.05) in the students' attitudes towards learning science after the intervention. In light of these results, the study recommends curriculum designers to design special curricula that are convenient to the students with hearing disability. It also recommends conducting similar studies of the interactive system using tablets on various levels impacting students with hearing disability.
