The effect of using programmed education on the academic achievement of the higher basic stage students in science in Jordan
Authors:
Article info
2018-04-09
2018-06-10
1723 - 1744
Keywords
- achievement
- programmed instruction
- science.
Abstract
This study aims to investigate the effect of using programmed instruction on the achievement of middle school students in science. To achieve this aim, learning software for a unit that is entitled: "The Cell" for the seventh grade's students was developed, and an achievement test consisted of 30 questions was designed. A Purposive sample of 72 Jordanian public school students have been assigned as the experimental group consists of 36 students, who are taught by programmed instruction, and the control group consists of 36 students, who are taught by traditional method during the first semester of the scholastic year 2016/2017. The findings of the study reveal that there is a significant statistical difference in students ' achievement in science between the experimental and control groups, and this statistical difference is attributed to the teaching method (Programmed Instruction, Traditional) in favor of programmed instruction. The implications of this study suggest: encouraging the teachers of science to utilizing the programmed instruction in teaching, training the teachers of science to prepare educational software, and examining of the effect of programmed Instruction in other subjects of science.
Al-khalaileh, F., & Al-share, M. (2019). The effect of using programmed education on the academic achievement of the higher basic stage students in science in Jordan. An-Najah University Journal for Research - B (Humanities), 33(10), 1723–1744. https://doi.org/10.35552/0247-033-010-006
[1]F. Al-khalaileh and M. Al-share, “The effect of using programmed education on the academic achievement of the higher basic stage students in science in Jordan,” An-Najah University Journal for Research - B (Humanities), vol. 33, no. 10, pp. 1723–1744, Oct. 2019, doi: 10.35552/0247-033-010-006.
Al-khalaileh, Fadwa, and Mohammad Al-share. “The Effect of Using Programmed Education on the Academic Achievement of the Higher Basic Stage Students in Science in Jordan.” An-Najah University Journal for Research - B (Humanities), vol. 33, no. 10, Oct. 2019, pp. 1723–44. Crossref, https://doi.org/10.35552/0247-033-010-006.
1.Al-khalaileh F, Al-share M. The effect of using programmed education on the academic achievement of the higher basic stage students in science in Jordan. An-Najah University Journal for Research - B (Humanities) [Internet]. 2019 Oct;33(10):1723–44. Available from: http://dx.doi.org/10.35552/0247-033-010-006
Al-khalaileh, Fadwa, and Mohammad Al-share. “The Effect of Using Programmed Education on the Academic Achievement of the Higher Basic Stage Students in Science in Jordan.” An-Najah University Journal for Research - B (Humanities) 33, no. 10 (October 2019): 1723–44. https://doi.org/10.35552/0247-033-010-006.
أثر استخدام التعليم المبرمج في تحصيل طلبة المرحلة الأساسية العُليا في مادة العلوم في الأردن
المؤلفون:
معلومات المقال
2018-04-09
2018-06-10
1723 - 1744
الكلمات الإفتتاحية
- achievement
- programmed instruction
- science.
الملخص
هدفت الدراسة الكشف عن أثر استخدام التعليم المبرمج في تحصيل طلبة المرحلة الأساسية العُليا في مادة العلوم في الأردن، ولتحقيق هدف الدراسة تمَّ إعداد برمجية تعليمية لوحدة الخلية للصف السابع الأساسي، وإعداد اختبارًا تحصيليًا مكونًا من (30) فقرة، وتكوّنت عينة الدراسة من (72) طالبةً، تمّ اختيارهن بالطريقة القصدية خلال الفصل الأول للعام الدراسي 2017/2016، وتمّ توزيع أفراد العينة إلى مجموعتيْن: ضابطة تضم (36) طالبةً درست باستخدام الطريقة التقليدية، وتجريبية تضم (36) طالبةً درست باستخدام طريقة التعليم المبرمج. أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية بين متوسطات درجات الطالبات في الاختبار التحصيلي البعدي تُعزى إلى طريقة التدريس ولصالح المجموعة التجريبية. وقد أوصت الدراسة بتشجيع معلمي العلوم على استخدام طريقة التعليم المبرمج في تدريس مادة العلوم، وتدريب معلمي العلوم ورفع كفاياتهم في مجال إعداد البرمجيات التعليمية، وإجراء دراسات مماثلة حول أثر استخدام التعليم المبرمج في تدريس وحدات دراسية أخرى من مادة العلوم.
Al-khalaileh, F., & Al-share, M. (2019). The effect of using programmed education on the academic achievement of the higher basic stage students in science in Jordan. An-Najah University Journal for Research - B (Humanities), 33(10), 1723–1744. https://doi.org/10.35552/0247-033-010-006
[1]F. Al-khalaileh and M. Al-share, “The effect of using programmed education on the academic achievement of the higher basic stage students in science in Jordan,” An-Najah University Journal for Research - B (Humanities), vol. 33, no. 10, pp. 1723–1744, Oct. 2019, doi: 10.35552/0247-033-010-006.
Al-khalaileh, Fadwa, and Mohammad Al-share. “The Effect of Using Programmed Education on the Academic Achievement of the Higher Basic Stage Students in Science in Jordan.” An-Najah University Journal for Research - B (Humanities), vol. 33, no. 10, Oct. 2019, pp. 1723–44. Crossref, https://doi.org/10.35552/0247-033-010-006.
1.Al-khalaileh F, Al-share M. The effect of using programmed education on the academic achievement of the higher basic stage students in science in Jordan. An-Najah University Journal for Research - B (Humanities) [Internet]. 2019 Oct;33(10):1723–44. Available from: http://dx.doi.org/10.35552/0247-033-010-006
Al-khalaileh, Fadwa, and Mohammad Al-share. “The Effect of Using Programmed Education on the Academic Achievement of the Higher Basic Stage Students in Science in Jordan.” An-Najah University Journal for Research - B (Humanities) 33, no. 10 (October 2019): 1723–44. https://doi.org/10.35552/0247-033-010-006.
An-Najah National University
Nablus, Palestine
Nablus, Palestine
- P.O. Box
- 7, 707
- Fax
- (970)(9)2345982
- Tel.
- (970)(9)2345560
- (970)(9)2345113/5/6/7-Ext. 2628
- [email protected]
- EIC
- Prof. Ismail Warad