Open AccessInternet Use among Jordanian Students with and without Learning Difficulties at Primary Schools
Author(s) -
Zahraa Jamel Rahahleh,
Mohammad Abed Sakarneh,
Mizyed Hyassat,
Nawaf Al-Zyoud
Publication year - 2021
Publication title -
journal of educational and social research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.162
H-Index - 5
eISSN - 2239-978X
pISSN - 2240-0524
DOI - 10.36941/jesr-2021-0031
Subject(s) - the internet , psychology , mathematics education , descriptive statistics , test (biology) , sample (material) , scale (ratio) , medical education , learning disability , data collection , computer science , medicine , developmental psychology , statistics , mathematics , world wide web , geography , paleontology , chemistry , cartography , chromatography , biology
The main aim of this study is to explore the degree of Internet use among Jordanian students with and without learning difficulties at primary schools. Descriptive-analytical approach was utilized to achieve the study aims. The study sample consisted of (144) students from different primary schools in Jordan. A validated scale was developed to collect the data. SPSS software was employed to analyze the collected data; means, standard deviations, and t-test were calculated. Findings revealed that students with learning difficulties had good computer skills which were similar to students without learning difficulties. It also showed that there were no statistical significant differences in the skills of using the Internet, the degree of its use, the areas of use, and the problems that hindered their use attributed to the classification variable (with and without learning disabilities). This indicates that students with learning difficulties have skills and abilities to use the Internet in all areas, just as students without learning difficulties. The study, therefore, recommends making technological useful facilities available to the students with learning difficulties, to their teachers, and their parents.
Received: 26 November 2020 / Accepted: 15 February 2021 / Published: 5 March 2021