scholarly journals Effect of blended learning to academic achievement

2017 ◽  
Vol 14 (1) ◽  
pp. 308 ◽  
Author(s):  
Veysel Karani Ceylan ◽  
Ayşe Elitok Kesici
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Learning Environment ◽  
Blended Learning ◽  
Quantitative Data ◽  
Product Evaluation ◽  
Achievement Test ◽  
Control Group ◽  
Web Technologies ◽  
Experimental Group

In this study, the effects of blended learning on the middle school students’ academic achievement level and product evaluation scores were investigated. Blended learning provides more effective learning outcome gains through enriching todays’ developing Web Technologies with learning environments. This study was carried out with a total of 53 students enrolled in the experimental group and control group in the 6th grade classrooms during the 2014/2015 school year in a middle school in southwest part of Turkey. The intervention lasted 7 weeks. During the seven weeks, the unit of “problem solving, computer programming and development of Software product”, covered in Educational technologies and Software course, is taught through blended learning environment. The experimental group was taught using blended learning environment which supported with enriched web technologies (such as video-conference, Learning Management System, Discussion blogs , etc.). Whereas the experimental group was given access to all these enriched contents that are presented to the control group only during the classroom environment through present teaching methods.The design of the study includes quantitative method. We collected quantitative data such as academic achievement test and product evaluation scale. Academic achievement test and product evaluation scale were used as quantitative data collection sources. Quantitative data was collected through the evaluation of students’ projects that they developed during the process of the study and the academic achievement tests. During the data analysis phase, independent t-test, frequency and ANOVA tests were used. As a result of this study, it is concluded that blended learning environment had generated a significant difference in students’ academic achievement on behalf of experimental group. Implications of the study for the educational environments were discussed. 

scholarly journals The Impact of Teaching Oriental Music using Blended Learning Approach: An Experimental Study

2019 ◽  
Vol 16 (Number 1) ◽  
pp. 81-103
Author(s):  
Chamila Nishanthi Edward ◽  
David Asirvatham ◽  
Gapar Johar
Keyword(s):  
Experimental Study ◽  
Sri Lanka ◽  
Learning Environment ◽  
Blended Learning ◽  
Secondary Level ◽  
Control Group ◽  
Control Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology - The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings - The findings of the experiment indicated that students who has studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68 1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. Significance - This study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.

scholarly journals The Impact of Blended Learning Environment on Academic Achievement of Engineering Students

2019 ◽  
Vol 8 (12) ◽  
pp. 3782-3787
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Blended Learning ◽  
Tamil Nadu ◽  
Engineering Students ◽  
Design Research ◽  
Experimental Treatment ◽  
Control Group ◽  
Face To Face ◽  
The Impact

Blended learning is one of the e-learning models integrating an online course and face-to-face classroom by optimizing the use of ICT as instructional media to enhance the teaching and learning experience for the teachers and students. The main aim of this research study explores the impact of the Blended Learning Environment on students’ academic achievement. Quasi-experimental design research methodology was used in this study. The sample was drawn from Government Diploma Polytechnic college in Karaikudi, Tamil Nadu, India. The tools utilized for data collection were Blended Learning Environment and Academic achievement test. For six weeks, the students in the control group were treated with Lecture Based Environment (LBE) where the conventional lecture method of teaching was adopted, while the experimental group were carried out through the Blended Learning Environment (BLE) where both on-line and face to face modes are adequately utilized based on the subject matter. Two groups were administered a test before and after the implementation of BLE. To analyze the data, t-test was conducted to compare the test mean scores of both groups. Further, the gap closure analysis was used to find out and ensure the effectiveness of the experimental treatment. The results revealed that there were statistically significant differences between the scores of the two groups. The study concluded that blended learning improves students’ academic achievement. This study also testifies that BLE is more conducive to improve academic achievement than LBE.

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Author(s):  
Tuba Demirci ◽  
Sema Okur
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

2021 ◽  
Vol 58 (1) ◽  
pp. 2770-2785
Author(s):  
Najeh Rajeh Alsalhi Et al.
Keyword(s):  
Academic Achievement ◽  
General Chemistry ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Study Groups ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
The Impact

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.

scholarly journals The Effectiveness of Using the Course Lab Program for Teaching and Assessing Sciences in Improving Grade Ten Students’ Academic Achievement and their Attitudes towards it in Oman

2019 ◽  
Vol 13 (3) ◽  
pp. 421
Author(s):  
Hanan S. Albarashdi ◽  
Hafidhaa S. Albarashdi ◽  
Mariam T. Al Hamadani
Keyword(s):  
Academic Achievement ◽  
Experimental Method ◽  
Significant Relationship ◽  
Achievement Test ◽  
Control Group ◽  
Achievement Level ◽  
Attitudes Towards Science ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Experimental Group

The study aimed at measuring the effectiveness of using the Course Lab program in improving the academic achievement and the attitudes toward science among 10th grade students in Oman. The study was based on a Quasi-experimental method. The study was applied to a sample of 52 students in the tenth grade. Students were randomly divided into two groups (experimental group=26; control group=26). The two groups were equal in terms of achievement level and attitude towards science. The experimental group was taught using Course Lab program, while the control group was taught traditionally. An academic achievement test and an attitudes towards science measure was given to both groups, pre and post the intervention. The results of the study showed statistically significant differences between the control and experimental groups in the academic achievement in favor of the experimental group. There was also a statistically significant improvement in the attitudes of students of the experimental group towards science due to the use of the Course Lab program. A statistically significant relationship was found between the improvement of academic achievement and the improvement in the attitudes towards science in the post-measurement of the experimental group.

scholarly journals Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University

2017 ◽  
Vol 10 (4) ◽  
pp. 67 ◽  
Author(s):  
Afaf Mohammed AlJaser
Keyword(s):  
Academic Achievement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
College Of Education ◽  
Achievement Test ◽  
Control Group ◽  
First Semester ◽  
And Control ◽  
Experimental Group

The present study is an attempt to measure the effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among female students of College of Education, Princess Nourah bint Abdulrahman University (PNU), Saudi Arabia. The study adopted the experimental method based on the two experimental and control groups, where the experimental group was taught through flipped classroom strategy, while the control group taught in the traditional way. Two tools were applied in this study: (Achievement Test and Self-Efficacy Scale). The sample consisted of two groups: one group is experimental and the other is control, both studying the course of (Classroom Management) in the first semester for the academic year 2016/2017. The results showed that the experimental group outperformed the control group in the post achievement test, as well as having a positive correlation between the students’ post achievement test and their attitudes towards self-efficacy scale; indicating that the more scores the students get in achievement test, the more self-efficacy they have. In the light of the results, some recommendations have been made.

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Tuba Demirci ◽  
◽  
Sema Okur ◽  
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals The Effectiveness of a training program based on the six Thinking hats in the academic achievement in the Arabic language in the seventh primary students in Jordan

2018 ◽  
Vol 2 (25) ◽  
Author(s):  
Raed Hamad Al Muhairat - Ghadir Abdullah Atta Al Rabihat
Keyword(s):  
Academic Achievement ◽  
Training Program ◽  
Experimental Method ◽  
Arabic Language ◽  
Achievement Test ◽  
Primary Students ◽  
Control Group ◽  
Normal Method ◽  
And Control ◽  
Experimental Group

The study aimed to identify the effectiveness of a training program based on the six Thinking hats in the academic achievement in the Arabic language in the seventh primary students in Jordan. The study used the semi-experimental method on a sample of 60 students randomly distributed to two control and experimental groups, The achievement test was carried out in both groups. The results of the study showed that there were statistically significant differences at the level of (0.05 = α) between the experimental and control group averages for the experimental group. This means that the six hats were used to raise the level of achievement among the seventh grade students in the Arabic language compared to the normal method.

scholarly journals The effect of concept mapping on students’ academic achievement and attitude in science educationFen eğitiminde kavram haritaları kullanımının akademik başarı ve tutuma etkisi

2016 ◽  
Vol 13 (1) ◽  
pp. 348 ◽  
Author(s):  
Arif Çömek ◽  
Orhan Akınoğlu ◽  
Ersin Elmacı ◽  
Tuğba Gündoğdu
Keyword(s):  
Academic Achievement ◽  
Concept Mapping ◽  
Attitude Scale ◽  
Achievement Test ◽  
Control Group ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Significant Difference ◽  
Science Classes ◽  
Experimental Group

<p>This study aimed to determine the effect of concept mapping as a learning strategy in science classes on students’ academic achievement and attitude. The research employed a randomized pre-test post-test control group design. Data collected from 60 sixth grade students participated in the study from a randomly selected secondary school in Turkey. During a 5-weeks period, the experimental group students (N=30) used the paper based concept mapping method while the control group students (N=30) were taught with the traditional approach according to the science and technology education curriculum for light and sound subject. Both groups were taught by the same teacher who is experienced using concept mapping in science classes. The data were collected by science achievement test, science attitude scale and personal information form. The reliability coefficient of the achievement test was KR-20=0,76 and Cronbach’s Alpha of the attitude scale was 0,89. SPSS statistical software was used to analyze the data. According to the results, there was a statistically significant difference between the experimental and control group for academic achievement but not for attitude. The experimental group had significantly greater gains from academic achievement test than the control group (t=2,9; p&lt;0,05). On the other hand, experimental group didn’t have significantly better results for attitude scale than the control group (t=0,42, p&gt;0,05).  The findings showed that the paper-and-pencil concept mapping can be used as an effective method for students’ academic achievement in science classes.</p><p> </p><p><strong>Özet</strong></p><p>eğitiminde kavram haritaları oluşturma uygulamasının altıncı sınıf öğrencilerinin akademik başarılarına ve derse yönelik tutumlarına etkisini belirlemeyi amaçlamaktadır. Araştırmada yöntem olarak deneysel desenlerden ön test son test kontrol gruplu desen kullanılmıştır. Veriler devlet okulları arasından tesadüfi olarak seçilen bir devlet ortaokulunun 6.sınıflarında öğrenim görmekte olan toplam 60 öğrenciye uygulanan veri toplama araçları ile toplanmıştır. Uygulama çalışmaları toplam 5 hafta sürmüştür. Deney grubundaki öğrenciler (N=30) ışık ve ses ünitesi hakkında kâğıt-kalem ile hazırlanan kavram haritaları ile desteklenmiş eğitimle ders görürken, kontrol grubunda (N=30) ise dersler mevcut fen öğretim programına göre geleneksel olarak işlenmiştir. Her iki grupta da dersleri, kavram haritalarıyla çalışma tecrübesi olan aynı fen öğretmeni işlemiştir. Veriler fen bilgisi başarı testi, fen bilgisi tutum ölçeği kullanılarak toplanmıştır.  Araştırmada kullanılan başarı testinin güvenirlik katsayısı KR-20= 0,76, fen dersine yönelik tutum ölçeğinin Cronbach’s Alpha güvenirlik katsayısı ise 0,89 olarak hesaplanmıştır. Araştırmadan elde edilen sonuçlara göre deney grubu ile kontrol grubu öğrencilerinin akademik başarıları arasında deney grubu lehine istatiksel olarak anlamlı bir farklılık oluşmuş (t=2,9; p&lt;0,05), tutum testi puan ortalamaları arasında anlamlı bir farklılık oluşmamıştır (t=0,42, p&gt;0,05). Bu bulgulara göre kâğıt-kalem ile kavram haritası oluşturma uygulamasının fen derslerinde öğrencilerin akademik başarılarını artırabilecek etkili bir yöntem olarak kullanılabileceği görülmektedir.</p>

The effect of listening teams Strategy on achievement and Critical thinking among middle School Students in literature and texts

2021 ◽  
Vol 28 ◽  
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Middle School Students ◽  
Traditional Method ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
School Students ◽  
Female Officer ◽  
Experimental Group

The current research aims to know the effect of listening teams on achievement and Critical thinking among middle school Students in literature and texts .To reach this goal ,the research hypotheses were formulated and to verify these hypotheses ,a sample of fourth –grade students in science at Al-Zahraa secondary school for girls was selected and this sample was divided into two groups one of them represents the experimental group ,numbering (36) female students ,and the other representing the control group ,numbering (31)female students ,The equivalence process was conducted on the two study groups ,the chronological age. The parents ,academic achievement ,Previous Knowledge .The pretest critical thinking .The experimental group was taught according to the listening teams Strategy and the control group according to the traditional method .The study required The presence of two tools, the first is the achievement test in the subject of literature and texts, and its final form consists of (20) objective test items of the type of multiple choice .The second tool is the critical thinking test. After data collection and statistical analysis ,the results showed that the students of the experimental group who studied according to the listening teams strategy over the group students the female officer who studied according to the traditional method The achievement test and critical thinking . ,Achievement ,Critical thinking Listening Teams Strategy Key words: . Literature and texts

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