أثر طريقة عرض المثال المحلول والتدرج فيه على التحصيل عند الدراسة ذاتيا لمسائل رياضية معقدة من خلال برمجية وسائط متعددة لدى طالبات الصف الثالث ثانوي
The purpose of this study was to investigate the impact of using multimedia to teach complex math problems. It is designed based on the worked example principle with varied modality and sequencing and tested its efficacy on high school students’ achievement. In order to implement the research idea, high school students were randomly assigned to four groups that were self-taught by four different educational programs. The results of the study showed that there are statistically significant differences (α0.05) between the four groups' mathematical mean scores in the post-test. This means that the modality of displaying the worked example (sound, without sound) and sequencing (sequenced, without sequence) have the same effect on the level of achievement in the post-test. On the other hand, the results from the open-ended questions showed that the programs (sequenced/ sound) and (sequenced/ no sound) obtained the most positive feedback, where the software (sequenced/ no sound) helped only the group to self-learn, while the software (no sequence/ sound) did not help in that regard. Moreover, the program (no sequence/ sound), have received the highest frequency in the negative feedback. The study recommended finding other factors that reduce the cognitive burden of the beginner students and increase their learning efficiency when learning complex mathematical problems through multimedia software. (Published Abstract)