The Effectiveness of Different Presentation Mode of Collaborative Annotations (Embedded vs. Pop-up) in the Interactive E-Book on Developing Academic Writing Skills among Pre-service Teachers at Al-Azhar University

Gadallah, Gadallah Hamed; Ali, Ahmed Saad Ismail

doi:10.21608/jsrep.2025.429590

The Effectiveness of Different Presentation Mode of Collaborative Annotations (Embedded vs. Pop-up) in the Interactive E-Book on Developing Academic Writing Skills among Pre-service Teachers at Al-Azhar University

Document Type : Original Article

Authors

Lecturer at Faculty of Education- Cairo, Al Azhar University

10.21608/jsrep.2025.429590

Abstract

The current study aimed to investigate the effectiveness of different presentation mode of collaborative annotations (embedded vs. pop-up) in the interactive e-book on developing academic writing skills among pre-service teachers at the Faculty of Education, Al-Azhar University. To achieve this goal, a list of appropriate academic writing skills for pre-service teachers was developed, along with an achievement test to measure the cognitive aspects of academic writing skills and a performance rubric to assess the practical aspects. Experimental materials were also prepared, including the interactive e-book with embedded and pop-up collaborative annotations, and a student guide. The study adopted a quasi-experimental design, involving a sample of 59 students divided into two experimental groups. The first experimental group (29 students) studied using the interactive e-book with embedded collaborative annotations, while the second experimental group (30 students) used the e-book with pop-up collaborative annotations. After validating and applying the research tools pre- and post-intervention, the results indicated statistically significant differences between the pre- and post-test scores of both experimental groups in the cognitive achievement test and the academic writing performance rubric, favoring the post-test scores. Additionally, there were statistically significant differences between the post-test scores of the two experimental groups in favor of the second experimental group, indicating the superiority of the pop-up annotation mode over the embedded annotation mode. The effect size for external effectiveness was calculated as 0.18, representing a large effect size according to Cohen's benchmarks. This suggests the effectiveness of different presentation modes of collaborative annotations (embedded vs. pop-up) in the interactive e-book on enhancing academic writing skills among pre-service teachers at Al-Azhar University.

Keywords

References

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