Abstract:
This study aimed at investigating the effect of using Computerized Mathematics Curriculum (CMC) on the 10th grader’s achievement in the Jordanian Discovery School. The sample of this study consisted of (345) students (males and females) divided into two groups: Experimental group of (215) students, (82) males selected from two secondary schools, and (133) females selected from another two secondary schools, and all of them studied by the CMC, Control group of (130) students, (44) males selected from two secondary schools, and (86) females selected from another two secondary schools, and all of them studied same subject but in traditional way, that mean their schools didn’t apply the CMC yet. Pre- Post test were conducted before and after teaching both study groups. The results of Analysis of Covariance (ANCOVA), showed that: there was a statistically significant difference in 10th grader’s achievement in mathematics due to teaching method, in favor of the CMC; there was no statistically significant difference between males and females achievement in mathematics; but there was a statistically significant difference in mathematics achievement due to the interaction between methods of teaching and sex.
