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.
