# A STUDY OF THE EFFECTS OF ELECTRONIC TEXTBOOK-AIDED REMEDIAL TEACHING ON STUDENTS LEARNING OUTCOMES AT THE OPTICS UNIT

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5 control group and the experimental group at the pretest. Further, various tests were adopted to validate whether the experimental group showed significant on the pretest and posttest scores, whether the control group showed significant on the pretest and posttest scores, and whether the control group and the experimental group showed significant on the posttest scores. verification of the homogeneity of students in the experimental group and students in the control group is shown in Table 1 and Table 2. According to the statistics of students test scores and the independent sample test analysis, students in the experimental groups and students in the control groups had no significant in their scores at the pretest of the optics unit learning outcomes. As such, the assumption that the basic competency of students in both groups belonged to a homogeneous group was validated. Table 1. Statistics of the experimental group students and the control group students scores at the pretest of the optics unit learning outcomes Group Quantity Mean experime ntal group control group error of mean (the experimental group - the control group) percentage of % Table 2. Statistics of the t test of the experimental group students and the control group students scores on the pretest of the optics unit learning outcomes Assuming the equality of variances Not assuming the equality of variances Levene's Test for Equality of Variances F test Significance T Degree of freedom t-test for equal means Significance (two -tailed ) Mean error of between two Means 95% confidence intervals for s lower bound upper bound statistics of the experimental group students scores at the pretest and the posttest of the optics unit learning outcomes are presented in Table 3 and results of the t test are presented in 209

6 Table 4. results revealed that there was significant between the experimental group students scores at the pretest and the posttest of the optics unit learning outcomes, and the score at the posttest (mean score = ) is higher than the score at the pretest (mean score =10.600). Table 3. Statistics of the experimental group students scores at the pretest and the posttest of the optics unit learning outcomes Group Quantity Mean error of Pretest Posttest mean (posttest - pretest ) percentage of % Table 4. Statistics of the paired-samples t-test of the experimental group students scores at the pretest and the posttest of the optics unit learning outcomes pretest and posttest of the experimental group students T value Degree of freedom Significance(two-tailed) statistics of the control group students scores at the pretest and the posttest of the optics unit learning outcomes are presented in Table 5 and results of the t test are presented in Table 6. results revealed that there was significant between the control group students scores at the pretest and the posttest of the optics unit learning outcomes, and the score at the posttest (mean score = ) is higher than the score at the pretest (mean score =10.467). Table 5. Statistics of the control group students scores at the pretest and the posttest of the optics unit learning outcomes Group Quantity Mean error of Pretest Posttest mean (posttest - pretest) percentage of % Table 6. Statistics of the t test of the control group students scores at the pretest and the posttest of the optics unit learning outcomes pretest and posttest of the control group students T value Degree of freedom Significance(two-tailed) statistics of the experimental group students and the control group students scores at the posttest of the optics unit learning outcomes are presented in Table 7 and results of the t test are presented in Table 8. results revealed both the experimental group students and the control group students showed significant at the posttest of the optics unit learning outcomes, and the experimental group s score at the posttest (mean score = ) is higher than the control group s score at the posttest (mean score =12.333). 210

7 Table 7. Statistics of the control group students and the experimental group students scores on the posttest of the optics unit learning outcomes Group Quantity Mean control group experime ntal group error of mean (the experimental group - the control group) percentage of % Table 8. Statistics of the t test of the experimental group students and the control group students scores at the posttest of the optics unit learning outcomes Assuming the equality of variances Not assuming the equality of variances Levene's Test for Equality of Variances F test Significance T Degree of freedom t-test for equal means Significance (two -tailed ) Mean error of between two Means 95% confidence intervals for s lower bound lower bound above data showed that the experimental group students and the control group students had similar mean scores at the pretest and proved having no significant after the independent sample test. It indicated that prior to the remedial teaching, the experimental group students and the control group students basic competency in the optics unit appeared homogeneous. refore, it can be assumed that the basic competency of students in both groups were the same before the remedial teaching. After the experimental group students received electronic textbook-aided remedial teaching and the control group students received traditional remedial teaching, both groups of students sat the optics unit learning outcomes test, and the mean test scores of both groups were higher than tests score of both groups prior to the remedial teaching. In addition, given that both groups test scores before and after the remedial teaching showed significant, it can be inferred that remedial teaching could enhance the learning outcomes of students of low academic achievement. Furthermore, the experimental 211

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