The Effectiveness of Electronic Walls (Padlet) in Acquiring the Concepts in the Unit of Electronic Configuration in the 10th Grade Chemistry Textbook for Inclusive Education Female Students
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Abstract
The purpose of this study was to examine the effectiveness of electronic walls (Padlet) in acquiring scientific concepts presented in the oxidation-reduction unit of the chemistry textbook among inclusive education students. To achieve the study objectives, a quasi-experimental design was employed. Data were collected using a scientific concepts test, and a Padlet application was developed and utilized. The study was conducted on a sample of fifty ninth-grade female students from inclusive education schools in Irbid Governorate. The participants were randomly divided into two groups: the experimental group, which consisted of 25 students and was taught using the Padlet application, and the control group, also consisting of 25 students, which was taught using the traditional method. The study results indicated a statistically significant difference in favor of the experimental group regarding the mean scores of the inclusive education students, attributable to the teaching method. Based on these findings, the study recommended the use of technological applications in teaching inclusive education students.
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