The Effect of Using Some of E-learning Strategies in the Teaching of Islamic Curriculum and in the Development of Systematic Thinking among Secondary School Students in Jordan

The study aims to identify the impact of the use of certain e-learning strategies in the teaching of Islamic curriculum and the development of systematic thinking of the first secondary grade students in Jordan for the academic year 2014/2015, using a quasi-experimental approach. The study sample consisted of (252) male and female students and (44) male and female teachers. On the one hand, the results of the study, from the point of view of male teachers showed that the highest percentages of strategies of e-learning that can be used in teaching the Islamic education and the development of systematic thinking were in favor of the strategy of PowerPoint. On the other hand, the results, from the point of view of female teachers, went in favor of the strategy of written texts. The study also showed that there are statistically significant differences between students of study groups in terms of their academic achievement which went in favor of female students who studied by using the strategy of PowerPoint with the average of (4.50) and the standard deviation of (1.62). Moreover, the systematic thinking went in favor of male students who have studied using the strategy electronic code, with the average of (4.61), and the standard deviation of (1.57). Finally, the results showed that there is a significant impact of e-learning strategies on the development of systematic thinking of the students of the first secondary grade. Background and the Importance of the Study: Education today witnesses an unprecedented distinct development in the use of strategies and means of educational quality by virtue of scientific and technological progress. As a result, educational institutions have focused on these strategies of attaining knowledge and its geometries, as well as their role in provoking students' minds to absorb these stunning information technological changes. Such shift has also created a sort of balance between the national culture of the indigenous people and the flow of knowledge in the light of the development of globalization to preserve the roots of the national identity of students. As the third millennium approached, the Ministry of Education in Jordan held training sessions for all teachers of secondary and elementary phases. Their aim was to integrate technology in the educational process by employing multimedia in teaching. This process is much considerate to the provision of material and moral incentives for distinguished teachers who skillfully use technology in the classroom and learning environment which, in turn, will provide students with the desired benefits and prepare them to cope with the scientific and technological changes in learning according to the policy of the Ministry of Education. The Ministry's policy calls for employing information and communication technology in education. Two projects were implemented: Queen Rania Al-Abdullah of IT project, and the project of computerizing the content of textbooks using the e-learning system (Eduwave) (Alharsh et al., 2009). The e-learning is considered as one of the leading applications of integrating the technology in education. The elearning is the use of electronic media and computing in the process of transferring information to the learner. The use of technology accelerated teaching and learning strategies, whether with self-motivated learner, or under the guidance of a teacher (Keller, 2008). The motivation is a process-oriented toward learning and increasing the learner activity in e-learning environments (Hartnett et al., 2011). 0989 (Online) ©Center for Promoting Ideas, USA www.ijhssnet. com 8488 (Print), 2221 0 ISSN 222 156 The e-learning system of multimedia is directly related to systematic thinking, which is defined as the thinking that focuses on the scientific contents fitted together through integrated systems in which all relationships appear between concepts and topics, making the learner able to recognize the overall picture of the contents of viewed systems, so it focuses on the whole compound, which consists of a set of components connecting with each other with relationships that are reciprocal in influence and dynamic in interaction (Obaid, & Afanah, 2003, p. 63). Also, the systematic thinking includes skills of analyzing the key systems and subsystems and understanding the relationship between them, as well as integrating parts into unity (Menoufi, 2002). Such analysis proficiency emphasizes the need to use teaching strategies that contribute to the development of skills of systematic thinking (Zubaidi, 2011). Many studies affirmed the importance of e-learning in education as the study of Adyienka and et al.(2005) which aimed to evaluate the use of information and communication technologies by secondary schools in Nigerian secondary schools. The study used the survey applying the descriptive approach. The study sample consisted of (700) teachers who teach in private secondary schools in the city of Ibadan in Nigeria. The study found out that the most important electronic media used in education rank as follows: the computer, video, digital cameras. The study of Abdul Karim (2008) analyzes the use of e-learning in the schools of Riyadh. The study sample consisted of (297) teachers and the results showed the most important use of e-learning methods was the school's website and e-mail, whereas the study of Salamah (2005) addresses the impact of the use of the internet on the academic achievement of Al-Quds Open University students. The results of the study showed that students who used the internet were better in performance than students who studied in the traditional way. Moreover, the study of Abdul Karim (2006) aimed to evaluating the e-learning in schools of Jeddah for the intermediate and secondary stages in which the researcher used the descriptive approach The results of the study showed the existence of differences that is relatively simple for the sake of the electronic method. Lightfoot (2006) conducted a comparative study between learning through e-mail and learning through lecturing, using the descriptive survey approach, in addition to a questionnaire as a tool for data collection. The study sample consisted of (596) male students, and the results of the study showed that students who used the email are more interconnected with the teacher and students than those who learn in a traditional lecture. Hassini (2006) conducted a study to measure the effectiveness of students' learning in the Faculty of Engineering in the course of action research by e-mail. The results of the study showed that learning through e-mail helps to improve the process of learning. The results also showed that the students' answers in the achievement test were derived from the e-mails that have been sent by their teachers. This indicates the effectiveness of e-mail in the process of learning and construction of knowledge. Similarly, Kim (2008) conducted a study that aimed to identify the effectiveness of using the e-mail in the effective learning. The study presented a proposal that leads to the design and development of the organized procedures for the use of e-mail in the process of learning as an effective means. Such steps analyze the learner's needs as well as provide a suitable environment for the process of learning. The results of the study showed that using the e-mail supports the e-learning. Also, the aim of the study, conducted by Mihdhar (2013), is to measure the impact of a proposed electronic entry on the development of creative writing skills for high school students. The study sample is made up of (60) female students divided into two groups: one is experimental that teaches individuals through the electronic entry and the other is integral. The results of the study showed that there are statistically significant differences in the post-test strategy for the skills of writing, fluency, originality and flexibility belonging to the experimental group. Alderchore's study (2011) aimed to identify the effectiveness of using a computerized slide program in teaching the subject of geography to the tenth grade students. The study sample consisted of (71) female students in Darya secondary school in Damascus. The sample is distributed on two groups: an experimental group and an integral group, using two tools of test and measuring trends. The results of the study showed the existence of statistical differences in favor of the experimental group in their academic achievement and a prevailing trend towards using a computerized slide program in the process of learning. Osprey's study (2013) aimed to design a presentation program for the achievement of the tenth grade students in the subject of geography and their attitudes towards it. The study followed the descriptive analytical approach, using the tools of achievement test and of measuring trends. The study sample included (180) male and female students. The results showed the presence of statistically significant differences when the achievement test is used for the sake of the experimental group and the students' attitudes towards using PowerPoint programs are high with the average (4.53). 6 International Journal of Humanities and Social Science Vol. 6, No. 12; December 201 157 As for the systematic thinking, the study conducted by Al Kamel, (2003), aimed to stand on how to deliver the systematic thinking to students. The study sample consisted of (200) male students of 9 and 10 grades. The results of the study showed the students' achievement as high in the field of building samples with increasing teachers' experience in the use of computers in education. Also, the study of Afaneh (2004) aimed to investigate the effect of using certain metacognitive strategies in teaching on the development of the systematic thinking in the eighth grade of Gaza students. The study sample was made up of (177) male students divided into two groups: one is experimental and the other is integral. The