Title:	THE IMPACT OF USING WEB-BASED CURRICULA ON NINTH GRADE STUDENTS' ACHIEVEMENT IN MATHEMATICS
Author(s):	Wafa' N. Muhanna, Awatif M. Abu-Al-Sha'r
ISBN:	978-972-8939-31-1
Editors:	Piet Kommers, Tomayess Issa and Pedro Isaías
Year:	2010
Edition:	Single
Keywords:	Web-based Curricula
Type:	Full Paper
First Page:	164
Last Page:	171
Language:	English
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Paper Abstract:	The purpose of this study is to investigate the effect of using web-based curricula on ninth grade students' achievement in mathematics in Jubilee School in Amman. The researcher followed the equivalent pre/post T test two group designs. To achieve the aim of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty five items on statistics and probability. The sample of this study consisted of 120 ninth grade students; sixty male students and sixty female students from Jubilee School in Amman during the second semester of the scholastic year 2008/2009. The subjects of the study were distributed into two groups (experimental group and control group). The experimental group was taught using web-based curricula while the control group was taught using the traditional curricula. The subjects were 30 male students for the experimental group and 30 male students for the control group, while the female students for the experimental and control group were 30 and 30 respectively. Those subjects were distributed into two purposefully selected sections in Jubilee School in Amman. Descriptive statistical analyses were used (means and standard deviation) for the pre and post-tests of students' mathematical test to experimental and control groups. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups, gender variable (male and female), and interaction between them. The findings of the study indicated that there were statistically significant differences in the post-test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' achievement due to gender. There was no statistically significant difference due to the interaction between gender and group.
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