Abstract:
This study aimed to investigate the effectiveness of interactive educational content in improving academic achievement in science, specifically in the electricity unit, among ninth-grade female students, and to explore their attitudes toward its use.
The researcher adopted a quasi-experimental approach, dividing the sample into two groups: an experimental group that used the software and a control group that followed traditional methods. The sample was selected purposively from 36 students at the Islamic Private Girls' School in Ramallah and Al-Bireh, equally divided into two groups, with 18 students in each group. The study utilized an achievement test and an attitude questionnaire.
The ANCOVA results showed statistically significant differences (α ≤ .05) favoring the experimental group in academic achievement, with a mean score of 16.99 compared to 15.51 for the control group. Pre-test and post-test comparisons for the experimental group showed an increase from 12.22 to 17.22, confirming the software's effectiveness. Students also demonstrated a positive attitude, with a mean score of 3.88 on a 5-point scale.
The study recommended adopting interactive software to enhance learning, developing tools with instant feedback to support self-learning, and conducting similar research in other subjects to boost academic performance.
