Designing Electronic Educational Content According to the Technological Approach and Its Effect on Developing Self-Learning Skills Among Fourth-Grade Science Female Students in the Subject of Computer Studies
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Abstract
This research aims to design electronic educational content based on the technological approach and measure its impact on developing self-learning skills among fourth-grade science female students. The researcher addressed the need to employ educational technology to develop classroom practices in line with 21st-century skills. The research adopted descriptive, developmental, and experimental methodologies. The electronic content was developed and applied to a sample of students from Al-Amiriya High School for Girls, divided into two groups: an experimental group taught using the technological content and a control group taught conventionally, with 35 students in each group. The research involved preparing an observation card to measure eight specific self-learning skills. After applying the content, data were statistically analyzed using independent and paired t-tests. Results revealed statistically significant differences favoring the experimental group, proving the designed content's effectiveness. The researcher recommends integrating the technological approach into curriculum design, training teaching staff on e-learning tools, and incorporating self-learning skills within preparatory stage educational goals.
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