The Effectiveness of Extracurricular Educational Games on the Achievement Level of Third-Grade Students in Islamic Education
Bibliographic record
Abstract
The goal of this study is to determine whether playing extracurricular educational games increases third-grade primary children's academic achievement levels in Jordan. The study sample includes 56 male and female students (28 male and 28 female) from Madaba Governorate's Al-Khansaa Secondary Comprehensive School for Girls. A two-group quasi-experimental design is used, with an experimental group and a control group. An achievement test, three educational games, and resources relating to three topics of supplication, travel etiquette, and playing etiquette, are produced and used by the researcher. The experimental group is taught these concepts through educational games in the schoolyard, while the control group receives traditional classroom instruction. SPSS software is used to conduct a statistical analysis. The achievement test results for the control and experimental groups do not indicate any statistically significant (α≤0.05) differences. The results reveal no statistically significant (α≤0.05) gender-related variations in the experimental group's level of success. The researchers suggest that Islamic education sessions might be designed to avoid the characteristic inertia, using extracurricular educational games.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".