Arab Educational Information Network

The purpose of this research is to learn about the impact of micro- learning on developing of Information Technology department (ITD) students' achievement of IT concepts. It also aims to know the impact of the size of micro-learning content (small, medium, large), as well as the effect of the level of mental capacity (low and high), interaction between the volume of learning content and the level of mental capacity on the development of immediate and deferred cognitive achievement. The research sample consisted of (90) students of the first grade of the Education Technology Division (60 students with low mental capacity, 60 students of high mental capacity. Each group was randomly divided into three sub-groups; (15) students in each group; the total number of the groups is (6) groups according to the experimental design of the research. The search resulted in a set of results, mainly: the effectiveness of micro-learning, regardless of the size of the content of learning, and the level of mental capacity; as there is a statistically significant difference at (0.05) between the average scores of the sample as a whole in the pre-scale (0.05) between the average scores of the sample as a whole in the pre-scale and the post-scale of the cognitive achievement test related to the concepts of information technology for the benefit of the post-scale. There are statistically significant differences at (0.05) between the average scores of the students of the three groups in the post-scale of the immediate and deferred cognitive achievement test which are due to the fundamental effect of the size of the learning content (small, medium, large) for the benefit of the group using the small content size, then the group using the average content size. There are statistically significant differences at (0.05) between the mean scores of students with low mental capacity and students with the high mental capacity in the immediate and deferred measurement of the cognitive achievement test for students with high mental capacity. There are no statistically significant differences at the level of (0.05) between the average scores of the students in the six groups to search for immediate and deferred measurement of the cognitive achievement test due to the effect of the interaction between the volume of the micro-learning content (small, medium, large), and mental capacity level (low - high). (Published abstract)