THE IMPACT OF NANO-LEARNING TECHNIQUES ON ENGLISH GRAMMAR PROFICIENCY IN THIRD-GRADE STUDENTS: A STUDY IN AL-ZAHRA PRIVATE SCHOOL

Abstract

This study investigates the impact of Nano-learning on third-grade students' ability to learn and retain English grammar. Nano-learning, a modern educational technique, delivers short, focused lessons tailored to students’ cognitive capacities and attention spans. The study employs a mixed-methods,approach, incorporating pre- and post-tests for 50 students and structured interviews with five English teachers at Al-Zahra Private School. Statistical analysis using SPSS revealed a significant improvement in grammar proficiency after the application of Nano-learning, with post-test scores showing notable gains. Teachers highlighted the advantages of integrating digital tools, interactive content, and gamification to enhance student engagement and retention. The findings suggest that Nano-learning effectively reduces cognitive overload, improves attention spans, and fosters more interactive and meaningful learning experiences. However, challenges such as accessibility to digital tools and resistance to new methodologies remain. The study concludes that Nano-learning presents a promising, adaptable technique for grammar instruction and recommends further research into its long-term effects and broader application in diverse educational settings.