The Effect of Programmed Learning Supported with Instructional Aids on Achievement and Transfer of Learning for The 8 Basic Students in Mathematics

The study aimed to compare the effect of teaching the unit of geometry by using programmed Learning supported with instructional aids and by using the traditional way based on the achievement and transfer of learning effect for the basic students of eighth grade. The study tried specifically to answer the following main question: What is the effect of programmed Learning supported with instructional aids on the achievement and transfer of learning effect in mathematics of basic students of eighth grade? To answer the study's question and test its hypothesis, the study was conducted on a sample of (118) students in the basic eighth grade. Two schools were chosen intentionally, to achieve the goal of the study. Two classes in each school were chosen to form the experimental group whose members were (58) students which studied a training material prepared by the researcher herself . The other two classes studied the mathematical content using the traditional way, and their number was (60) students as well. The researcher used for the purpose the equivalence between the foure groups, a pre-test in the study (Hazim,2011), was sure of his scincerty and fimness, as the value of the test reliability coefficient (0.90). The researcher also applied the achievement post-test on the two groups of the study to measure the students grade after finishing the activities of the training material. This test was approved to be true; its reliability coefficient was calculated using the Kuder Richardson Formula (20) and its value was (0.833). The learning transfer test was also measured and approved; its reliability coefficient was also calculated using the Cronbach's Alpha whose value was (0.77). The data was analyzed using the (t) test for two separate groups, whereas the statistical analyses showed these resuls: -There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (67.93), and the control group (60.93) who were taught using the traditional way based on the achievement post-test. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (70.83), and the control group (60.83) who were taught using the traditional way based on the post-test of conceptual understanding. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (69), and the control group (60) who were taught using the traditional way based on the post-test of procedural knowledge. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (55.15), and the control group (40) who were taught using the traditional way based on the post-test of problem solving. The results were in favor to the experimental group. - There is a significant statistical difference (α = 0.05) between the means grades of the students of eighth graders who were taught using programmed Learning supported with instructional aids (the experimental group) (57.7), and the control group (47) who were taught using the traditional way based on the transfer of learing effect. The results were in favor to the experimental group. On the basis of these results, the researcher placed several recommendations: to take advantage of the results of the study, its recommendations and its educational scheme due to the benefits of programmed Learning supported with instructional aids on the achievement of the students. And holding training courses and seminars for mathematics teachers to introduce them to programmed Learning supported with instructional aids, and how to prepare and evaluate programs, and the introduction of some units programmed Learning supported with instructional aids in mathematics curriculum in Palestinian schools, especially those units difficult. And the use of programmed Learning supported with instructional aids in solving the problem of the students absence from school for some reason such as illness, for example, where the student can continue by his self.