The Attitudes of Arabic Language Department Students in Colleges of Education Toward Content Teaching Methods and Their Relationship to Academic Achievement

This research investigates the attitudes of students in Arabic Language Departments toward content teaching methods, focusing on both traditional and modern instructional approaches. The study seeks to identify students’ attitudes toward these methods, examine statistically significant differences in attitudes according to academic level, and explore the relationship between students’ attitudes and their academic achievement in Arabic language subjects.The research was conducted during the 2024–2025 academic year and was limited spatially to the Arabic Language Department at the College of Education, Al-Mustansiriyah University. The human sample included students from all academic levels (first to fourth year). A descriptive analytical methodology was adopted, and data were collected using a scale designed to measure students’ attitudes toward content teaching methods. The instrument was constructed according to a five-point Likert scale and its psychometric properties were verified through face, content, and construct validity. Reliability was confirmed using Cronbach’s Alpha coefficient, which reached 0.87, indicating high internal consistency.The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS). The results revealed variation in students’ attitudes toward teaching methods, ranging from low to high levels. The findings also showed a statistically significant positive relationship between students’ attitudes toward content teaching methods and their academic achievement in Arabic language courses. Moreover, students demonstrated a stronger preference for modern teaching approaches that emphasize interaction, participation, and active engagement, such as cooperative learning, classroom activities, and active learning strategies.The study concludes that students tend to favor instructional methods that allow them to play an active role in the learning process rather than being passive recipients of information. Based on these findings, the research recommends diversifying teaching strategies in Arabic language departments by integrating modern instructional approaches alongside traditional methods. It also suggests conducting future experimental studies to examine the effectiveness of specific teaching methods, such as project-based learning and flipped learning, in developing particular Arabic language skills, including creative writing and literary criticism.