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THE EFFECT OF USING E-LEARNING ON THE LEVEL OF ACADEMIC ACHIEVEMENT OF THE SUBJECT OF HISTORY AMONG MIDDLE SCHOOL STUDENTS
The research aims to find out the effect of using programmed education in the achievement of middle school students in the subject of history.
To achieve the goal of the research, the researcher put the following null hypothesis: “There is no statistically significant difference at the level (0.05) between the average achievement scores of students who study grammar using the programmed learning method and the average achievement scores of students who study grammar using the traditional inductive method).
The limitations of the search are:
1- A school for boys in the middle school in the subject of history. 2-The middle school students.
3-Programming the subjects of history.
From the history book for the first intermediate grade. The researcher deliberately chose the middle school district of the teachers and also deliberately chose Division (A) to represent the experimental group and the number of its students (43) students and Division (B) to represent the control group and the number of its students (43) students as well.
The researcher rewarded the students of the experimental and control groups in the following variables: The students’ grades in the first month’s exam in the subject of history, the chronological age of the students calculated in months, and the academic achievement of the parents.
And the experimental group studied the topics after the researcher programmed these topics in a linear way, while the control group studied the same topics in the traditional inductive way), after the researcher prepared the teaching plans for the experimental topics.
The researcher prepared an achievement test that consisted of (30) paragraphs of the type of multiple choice, and it was characterized by honesty and stability, and the duration of the experiment lasted (5) weeks.
The researcher used the following statistical methods: (T-test, chi-square (?2), Pearson and Spearman-Brown correlation coefficient, item difficulty coefficient, item discrimination strength and the effectiveness of false alternatives.
After analyzing the results, the researcher obtained a statistically significant difference between the average scores of the experimental group who study the rules by the method of programmed learning and the students of the control group who study the rules in the traditional (inductive) way in achievement at the level (0.05) in favor of the students of the experimental group. The researcher recommended a set of recommendations, including programming other topics in history and in other classes, and the researcher suggested conducting similar studies for this study in other branches and stages of study and dealing with other variables.).
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