The Effect of E-Learning on Students’ Immediate and Postponed Achievement in Physics in Jordanian Secondary Schools

Abstract

This study aimed at investigating the effect of e-learning on
scientific track secondary school students’ immediate and postponed
achievement in physics. The study sample consisted of (118) male
students distributed into five groups at three secondary schools for
boys in Al-Karak governorate. Four of these groups are experimental
(internet, CD, internet + CD, the teacher + Data Show) and one
control group (traditional method). In order to achieve the objectives
of the study, a physics concept achievement test was used after
confirming its validity and reliability. The mean scores, standard
deviations, t-test, ANCOVA were used in the statistical analysis.
Results showed that there is a significant statistical difference (α =
0.05) between the mean scores of the performance of first secondary
scientific track students on the post physics concepts achievement test
due to method of learning. The difference was in favor of learning by
using CD compared to using the traditional method. Yet there is non
statistically significant difference due to method of learning using
internet, teacher + Data Show, and internet + CD compared to the
traditional method. And showed that there isn’t any statistical
significance at (α =0.05) among the experimental groups on the
achievement delayed test on physics concepts compared with the
traditional method. However, there is statistically significant analysis
difference between the mean scores of students on the physics
concepts achievement postponed post test in favor of the post test. This
indicates that the methods of e-learning are not effective in helping
students in retaining information.