Abstract:
This paper focuses on using and evaluating of an educational software as an attempt to facilitate the teaching of fractions in Economics, a subject that is often regarded as complicated by students of all ages. An experiment was carried out to investigate how the software affects fraction learning. Two groups, a control and experimental, were assigned. Controlled students have learned fractions by traditional teaching method. While experimental students have learned fraction by using software game related to fraction learning. This paper presents a qualitative results for two groups and illustrated that the students in the experimental group performed better when using Computer game than the control group with traditional teaching method.
The results obtained indicate that the educational software improve the learning process, for example control group obtained a mean score with 5.56, while the experimental group obtained a mean score of 6.34. The t value was 2.05, However the p-value was significant with a p-value of 0.044 (p>0.05). This results indicate that we reject the null hypothesis (There is no difference between the mean grades for the two groups). This means that the difference in the man score of both two groups was significant. This independent sample t-test was done to examine whether any significant differences exist between the posttest mean score of both the Control and Experimental group.
