The Effect of Using the Integrating technology and 3E Learning Cycle in Implementation of Practical Activities on the Achievement of the Eighth-graders in Science

The study objective has been to seek the effect of integrating technology and the 3E Learning Cycle in implementing practical activities on the achievement of the eighth-graders in science and their attitudes towards using it. The study adopted a Quasi-experimental and Descriptive approach. The study participants consisted of (65) students divided into (32) students’ as an experimental group and (33) students as a control group. Pre-test, post-test, and questionnaire were used as the study instruments. The findings revealed that there were statistically significant differences between the experimental group and the control group in favor of the experimental group students. Furthermore, the results confirm that the experimental group students have positive attitudes toward their learning via integrating technology and the 3E Learning Cycle. They demonstrated statistically important amelioration following its implementation. The study recommends conducting further studies related to integrating technology with updated learning cycles on the E3 learning cycle

The Effect of Using the Integrating technology and 3E Learning Cycle in Implementation of Practical Activities on the Achievement of the Eighth-graders in Science

The study objective has been to seek the effect of integrating technology and the 3E Learning Cycle in implementing practical activities on the achievement of the eighth-graders in science and their attitudes towards using it. The study adopted a Quasi-experimental and Descriptive approach. The study participants consisted of (65) students divided into (32) students’ as an experimental group and (33) students as a control group. Pre-test, post-test, and questionnaire were used as the study instruments. The findings revealed that there were statistically significant differences between the experimental group and the control group in favor of the experimental group students. Furthermore, the results confirm that the experimental group students have positive attitudes toward their learning via integrating technology and the 3E Learning Cycle. They demonstrated statistically important amelioration following its implementation. The study recommends conducting further studies related to integrating technology with updated learning cycles on the E3 learning cycle