Salma Saad Alshehri1*, Halah Saeed Alamodia2
1 PhD in Curriculum and Instruction in Educational, Supervisor in Taif Education Department, Kingdom of Saudi Arabia
2 Professor of Curriculum and Science Teaching Methods, Umm Al-Qura University, Kingdom of Saudi Arabi
Volume: 18| Issue: 1| Pages: 65-79| March 2026 | https://doi.org/10.54940/ep27512434 | PDF
Received:29/12/2025 | Received:02/01/2026 | Accepted:18/01/2026
*Corresponding Author: mis-salma@windowslive.com
Abstract
This sudy investigated the effect of the Progressive Inquiry Model (PIM) supported by interactive chatbots on developing deep understanding among middle school students in Makkah Al-Mukarramah. A quasi-experimental design was used with two groups (experimental and control), comprising 64 students equally distributed. The experimental group was taught using PIM supported by chatbots, while the control group followed the traditional method. A deep understanding test was administered pre- and post-intervention.The results showed statistically significant differences (α ≤ 0.05) in favor of the experimental group in the post-test. A high effect size was found (ω² = 0.64), and the Blake Modified Gain Ratio reached 3.45, indicating substantial learning gains. Accordingly, the study recommends integrating the Progressive Inquiry Model and interactive chatbot technologies into science teaching to
Keywords
Suchman Model, Generative Model, Graduate Students, Conceptual Understanding
How to Cite
Alshehri, S. (2026). The impact of using the progressive inquiry supported by interactive chat (Chatbot) for enhancing deep understanding. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol18 (1), pp65-79. https://doi.org/10.54940/ep27512434
License
1658-8177/© 2026-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-