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This study investigates the effect of e-learning on the immediate and postponed achievement of first-year secondary science students in physics in Jordan. The results indicate a significant statistical difference in favor of e-learning methods using CDs compared to traditional methods, although no significant differences were found for delayed achievement tests. Overall, the study suggests that while e-learning can improve immediate performance, it may not be effective for long-term retention of information
- Author
- g3225933
- Language
- EN