Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students

The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on
Structural Cognitive Modifiability and Mediated Learning Experience (SCM-MLE) theory. It is aimed at
promoting learning how to learn, development of deficient cognitive functions, problem-solving
strategies and metacognitive abilities. The FIE program was developed mainly for students coming
from low socioeconomic backgrounds with low academic achievements. The FIE was implemented for
one year in three Grade 4 classes (n = 73) in an Israeli-Arab school. Two comparison classes from the
same school in Grade 4 (n = 58) learned the regular content-oriented curriculum for the same period. All
students were administered the Raven’s Colored Progressive Matrices, Numerical Progression Test, and
the B8-B12 Set Variation measures before the intervention. Students’ grades in English, Arabic, and
Mathematics were recorded before and after the intervention. The findings showed that the students
receiving the FIE significantly improved their grades from pre- to post-intervention compared with the
comparison group, and that students who started the year with lower cognitive scores benefited from
the program more than the students with higher scores. The findings indicating a far-transfer effects are
discussed in relation to the SCM-MLE theory and previous research.