The Effectiveness of Using Interactive Software in Enhancing Academic Achievement in Science for the Electricity Unit in Ninth Grade and Students' Attitudes Towards It

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.