The Effectiveness of Programmed Learning Technique on Academic Achievement and Learning Motivation in the Students second's level at Sudanese Universities

  • Prof. Esam Edris Kamtor Al Hassan Professor of Instructional Technology Faculty of Education, University of Khartoum (Sudan) Omdurman Sudan

Abstract

   The aim of this study verifying the effectiveness of using the programmed learning technique (PLT) on Academic Achievement and Learning Motivation in the language skills course for the second level students, Faculty of Education (Mathematics Department), University of Khartoum. The study followed a quasi-experimental method The population  is represented in all the second level students in Sudanese universities who are studying the language skills course as required university, The  researcher selected an intentional sample totaling 60 students were divided into two groups: 30 for experimental group and 30 for control group. The study used achievement pre & post tests, and learning motivation scale as instruments for data collection. The result showed that there were statistically significant differences at the level (0.05) between the averages scores of academic achievement of the experimental group who taught by using PLT and the control group who taught by traditional method in the in the post test at the level of memorization, comprehension and application for the cognitive field in favor of the experimental group. There were no statistically significant differences at the level (0.05) in the total relationship for motivation learning scale among the level of experimental group who taught by using PLT and the control group who taught by traditional method in favor of the experimental group.

How to Cite
AL HASSAN, Prof. Esam Edris Kamtor. The Effectiveness of Programmed Learning Technique on Academic Achievement and Learning Motivation in the Students second's level at Sudanese Universities. SMART MOVES JOURNAL IJELLH, [S.l.], v. 7, n. 9, p. 27, sep. 2019. ISSN 2582-3574. Available at: <http://ijellh.support-foundation.com/OJS/index.php/OJS/article/view/9769>. Date accessed: 12 dec. 2019.