Design Implement and test an effective e learning system for Yemens public primary school

Abstract

E-learning is widely used in school and other organisations all over newlinethe world. The Yemen s Public Primary School is no exception. Usually, a newlinespecial kind of Computer Aided Education. There have not been any newlinemajor surveys in the Yemen s Public Primary School in that regard. This is newlinethe driving question behind this research: What is the effectiveness and newlineusefulness of using e-learning approach in teaching the fraction math newlinecourse for students of Math Level-5, Regular fraction in the republic of newlineYemen. The Researcher intended to design a learning software utilizing newlinethe Visual Basic, MS-Windows painting and fantasia system and based newlineupon a model of design he presented as a proposal that has been judged newlineby field experts. The learning software had been implemented through the newlineexperimental procedure (whose design included the use of two newlineexperimental groups (Male/Female) and two control groups newline(Male/Female). The two experimental groups studied through the newlinelearning software (E-Learning), while the control group learned by the newlinetraditional lecture style. Each group was comprised of 30 students selected newlineand assigned at deliberate choice. Three instruments, the Cognitive newlineAchievement Test, the Delayed Achievement Test and Interest towards newlineMath, and preference were prepared and whose validity and reliability newlinehad been verified. These tests were used as measuring instruments to test newlinethe study s hypotheses. After running the experiment and analyzing the newlineresults employing some appropriate statistical analyses that included newline(vii) newlinearithmetic means, standard deviations by S.P.S.S. The results of the study newlinerevealed the superiority of the two experimental groups in their newlineperformance compared with that of the two control groups. newline There are statistically significant differences at the 0.05 level in the newlinecognitive direct achievement post-test between the mean score of newlinethe experimental group students (who will study according to the newlineE-learning style), and the mean score of the control group students newlinelearning through the traditional lecture