International Journal of Educational and Psychological Studies

Volume 3 - Issue 2 (11) | PP: 414 - 429 Language : العربية
DOI : 10.12816/0048169
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The Effect of Teaching Computerized Unit (Quick Basic) from the Computer Book on the Achievement of Second Grade Secondary School Students in the North West Badia Schools

Mohammad Rafe Saeed AL-Naimat
Received Date Revised Date Accepted Date Publication Date
31/12/2017 8/1/2018 20/1/2018 19/2/2018
Abstract
The study was aimed to investigate the effect of teaching a computer unit (Quick Basic) from computer book on the achievement of secondary school students in the schools of the North West Badia, accordance with the change of gender variables and the method of teaching and interaction between them. The study sample consisted of (105) second grade secondary school students in the North West Badia schools. To achieve the purpose of the study, an achievement test was prepared in the Quick Basic module of the computer book for the second-grade secondary school in the public schools in Jordan. To analyze the data, the T-test was used. The results of the study showed the following The study results as follows: 1- There are statistical differences at (α=0,05) Between the median scores of the male and female groups on the achievement test, ascribed to the effect of sex and to male students. 2- There are statistical differences at (α=0,05) Between the median control group scores and the experimental group on the test achievement ascribed to the method of teaching and to the benefit of teaching following the computerized unit. 3- There are no statistical differences at (α=0,05) Between the mean scores of the sample of the study on the achievement test ascribed to the effect of interaction between sex and the method of teaching.


How To Cite This Article
AL-Naimat , M. R. S. (2018). The Effect of Teaching Computerized Unit (Quick Basic) from the Computer Book on the Achievement of Second Grade Secondary School Students in the North West Badia Schools . International Journal of Educational and Psychological Studies, 3 (2), 414-429, 10.12816/0048169

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