The Impact of Using Electronic Sketchnote on Academic Achievement among Middle School Students

This action research aimed to investigate the impact of using an electronic Sketchnote strategy on improving academic achievement in science among second-grade middle school students at Al-Jubail Middle School. The study adopted a quasi-experimental design involving two groups: an experimental group consisting of 29 students who learned using electronic Sketchnote, and a control group consisting of 26 students who were taught using the traditional method. To achieve the study objectives, an achievement test covering the Human Body Systems unit was developed and administered to both groups. The results revealed a statistically significant difference between the mean scores of the two groups in the post-test in favor of the experimental group at the significance level (α ≤ 0.05). The mean achievement score of the experimental group reached (20.03) with a standard deviation of (5.24), while the mean score of the control group was (13.7) with a standard deviation of (5.67). The calculated t-value (4.67) indicated a statistically significant difference, confirming that the improvement in performance was not due to chance but rather attributable to the experimental treatment using electronic Sketchnote.