Abstract: The purpose of this study is to investigate the effects
of modality principles in instructional software among first grade
pupils- achievements in the learning of Arabic Language. Two modes
of instructional software were systematically designed and
developed, audio with images (AI), and text with images (TI). The
quasi-experimental design was used in the study. The sample
consisted of 123 male and female pupils from IRBED Education
Directorate, Jordan. The pupils were randomly assigned to any one of
the two modes. The independent variable comprised the two modes
of the instructional software, the students- achievement levels in the
Arabic Language class and gender. The dependent variable was the
achievements of the pupils in the Arabic Language test. The
theoretical framework of this study was based on Mayer-s Cognitive
Theory of Multimedia Learning. Four hypotheses were postulated
and tested. Analyses of Variance (ANOVA) showed that pupils using
the (AI) mode performed significantly better than those using (TI)
mode. This study concluded that the audio with images mode was an
important aid to learning as compared to text with images mode.