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 effect of using blended learning strategy on science achievement among fourth grade students in Tafila Governorate Basira Education Directorate: أثر استخدام استراتيجية التعلم المتمازج في تحصيل العلوم لدى طلبة الصف الرابع الأساسي في محافظة الطفيلة مديرية تعليم بصيرا

2021 ◽  
Vol 5 (30) ◽  
pp. 104-118
Author(s):  
Huda Abdalsalam Alzidaneen Huda Abdalsalam Alzidaneen
Keyword(s):  
Blended Learning ◽  
Science Achievement ◽  
Learning Strategy ◽  
Fourth Grade ◽  
Study Groups ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Level Of Significance

This study aimed to find out the effect of the blended learning strategy on the achievement of the fourth-grade students in the basic science subject in the Basira Basira Directorate of Education in Tafila Governorate. The study members were selected by intentional method, and they numbered (52) students from fourth grade students in Al-Harith Basic School for Boys, and the two divisions were randomly assigned and distributed into two divisions. One of them is a control group, which was (27) students who were taught the traditional strategy, and the other is (25) students as an experimental one who learned the blended learning strategy. Its validity and reliability were verified and then applied to the study sample. The results of the study showed a statistically significant difference in the achievement of the study sample at the level of significance )α≤0.05) between the averages of the scores of the two study groups in favor of the experimental group that learned with the blended learning strategy. Achieving science among fourth-grade students in Tafila Governorate by securing the necessary infrastructure to facilitate the application of blended learning by equipping laboratories and ensuring the validity of the Internet.

scholarly journals Blended Learning in Higher Education: A Study of Its Impact on Students’ Performance

2021 ◽  
Vol 16 (14) ◽  
pp. 249
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd. Elmagzoub Eltahir ◽  
Sami Al-Qatawneh ◽  
Nadia Ouakli ◽  
Hanine Bou Antoun ◽  
...  
Keyword(s):  
Blended Learning ◽  
Study Groups ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Academic Year ◽  
Experimental Group

The key goal of the paper is to study the influence of blended learning on the academic perfor-mance of students of a statistics Bluman course at the University of Ajman. The study was implemented by means of a quasi-experimental design. The sample of the study was 268 students, grouped into two groups: one experimental group (n = 135) that used blended learning; and the other a control group (n = 133) which was educated using the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students’ post-test achievement in the two study groups, in favor of experimental group students, who were educated through blended learning. Furthermore, the outcomes showed that the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and based on the variable of students’ academic year (supporting those students in the fourth academic year). However, no statistically significant difference was found among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

scholarly journals The effect of the science classesenriched with art activities on academic achievementSanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya etkisi

2017 ◽  
Vol 14 (2) ◽  
pp. 1469
Author(s):  
Vesile Yıldız Demirtaş ◽  
Seda Çerik ◽  
Adem Maba
Keyword(s):  
Academic Achievement ◽  
Achievement Test ◽  
Control Group ◽  
Positive Effects ◽  
Written Examination ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Elective Course ◽  
Art Activities

The aim of the study is to reveal the effects of the classeswhich enriched with art activitieson academic achievement at the 5th grades. The research group consists of 37 students who determined the science applications course as an elective course in a public school in İzmir during 2015-2016 Education Fall Semester. In this study, from the trial models"Quasi-experimental desing, pre-post test without control group" was used. The data were collected with achievement test and written examination that prepared by researchers in order to measure academic achievement in science applications classes and also interviews that prepared by researchers used in order to determine the opinions of the students on the science applications enriched with art activities. As the results of the research there is a significant difference between the pretest-posttest findings and the pretest-permanency test results of the experimental group. As the results of the achievement test, it is concrete that these activities have positive effects on the students.  It can be said that the applications are effective when the students' interview questions are compared with the answers given by the students after the last application. ÖzetAraştırmanın amacı 5. sınıflarda sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya olan etkilerini ortaya çıkarmaktır. Araştırmanın çalışma grubunu 2015-2016 Öğretim Yılı Güz döneminde İzmir’de bir devlet okulunda bilim uygulamaları dersini seçmeli ders olarak belirleyen 37 öğrenci oluşturmaktadır.Bu araştırmada, deneme modellerinden “tek grup öntest-sontest kontrol grupsuz yarı deney deseni” kullanılmıştır. Veriler bilim uygulamaları dersindeki akademik başarıyı ölçmek amacıyla araştırmacılar tarafından hazırlanan bilim uygulamaları başarı testi ve yazılı yoklama ile öğrencilerin sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersine yönelik görüşlerini belirlemek amacıyla hazırlanan görüşme formu ile toplanmıştır.Araştırmada deney grubunun öntest-sontest sonuçlarında ve öntest-kalıcılık testi sonuçlarında anlamlı fark bulunmaktadır. Yapılan başarı testi sonucunda bu etkinliklerin öğrencileri olumlu etkilediği somut olarak ortaya çıkmıştır. Öğrencilerin görüşme sorularına ön uygulama ile son uygulama sonrası verdikleri cevaplar karşılaştırıldığında uygulamaların etkili olduğu söylenebilir. 

The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning

2016 ◽  
Vol 55 (1) ◽  
pp. 95-122 ◽  
Author(s):  
Ramazan Yılmaz ◽  
Hafize Keser
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Academic Success ◽  
Quantitative Research ◽  
Achievement Test ◽  
Transactional Distance ◽  
Significant Difference ◽  
Interactive Environment ◽  
Conclusion Section ◽  
The Impact

The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 × 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127 students, and this research design was implemented in an online learning environment and evaluated based on an achievement test, TD scale, and semistructured interviews. The results of the study revealed that synschronous environments had a significant impact in reducing TD perception. In asynschronous environments, on the other hand, providing students with MS was efficient in reducing TD. In terms of academic success, compared with synschronous environments, MS provided in asynschronous environments caused to a significant difference in achievement test scores of the students. Explanations about findings and implications for instructional design are discussed in Conclusion section.

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 Pre-service Science Teachers’ Perceptions toward Additional Instructional Strategies in Biology Laboratory Applications: Blended Learning

2018 ◽  
Vol 29 (2) ◽  
pp. 88-95
Author(s):  
Yusuf Ziya Olpak ◽  
◽  
Huseyin Ates ◽  
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Instructional Strategies ◽  
Science Teachers ◽  
Structured Interview ◽  
Achievement Test ◽  
Service Science ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Biology Laboratory

The purpose of this study was to examine pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students’ academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students’ views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students’ academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students’ evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.

scholarly journals The Impact of Using Educational Robot through Integrative Approach on the Achievement of Tenth-Grade Students in Trigonometry

2021 ◽  
Vol 45 (2) ◽  
pp. 200-227
Keyword(s):  
Public Schools ◽  
Integrated Approach ◽  
Modern Technology ◽  
Integrative Approach ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Tenth Grade ◽  
Educational Robot ◽  
The Impact

The study aimed at investigating the impact of using the educational robot through the integrative approach on achievement among tenth grade students in trigonometry. To achieve the aims of the study the researchers developed an academic unit adopting the integrated approach by using Educational Robot. The sample of the study consisted of (120) students of the tenth grade students in public schools in the city of Amman, divided equally into two groups: experimental and control. Achievement test in mathematics was used, which were validity and reliability was verified. The results of the study showed a statistically significant difference (α≤0.05) between the averages of the two groups experimental (which used the educational robot) and the control group (which did not use the educational robot) in mathematical achievement in favor of the experimental group. The study did not show an interaction between the use of the educational robot and the gender of the student in the mathematics achievement in the students of the tenth-grade students. In light of the study's findings, the researchers recommend using modern technology tools such as robot to teach mathematics. Keywords: Educational robot, achievement, trigonometry, integrative approach

scholarly journals The Effect Of Blended Learning Approach On Fifth Grade Students’ Academic Achievement In My Beautiful Language Textbook And The Development Of Their Verbal Creative Thinking In Saudi Arabia

2015 ◽  
Vol 11 (4) ◽  
pp. 253-260
Author(s):  
Feras Mohammed Al-Madani
Keyword(s):  
Blended Learning ◽  
Creative Thinking ◽  
Study Groups ◽  
Thinking Skills ◽  
Fifth Grade ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Approach ◽  
Fifth Grade Students ◽  
Significant Difference

This study aims at investigating the effect of Blended Learning approach compared to the traditional learning approach on fifth grade students’ achievement in My Beautiful Language Textbook and the development of their verbal creative thinking. The study consisted of 49 students among which 25 are males in the Experimental Group and 24 females in the Control Group. The study found a statistical significant difference (α ≤ 0.05) between the mean scores of the two study groups in achievement posttest and verbal creative thinking post application test. The experiment group which was taught using the blended approach of learning outperformed the Control Group in both tests. Thus, learning My Beautiful Language Textbook using the blended approach is more effective than the traditional method in terms of achievement and the development of verbal creative thinking skills. In light of this, the study recommends the adoption of blended approach in learning My Beautiful Language Textbook, the curriculum computerization, holding series of training courses, and workshops for teachers in school districts on how to effectively implement the blended approach. 

scholarly journals The impact of using BASNEF model on self-control behaviors among Patients with hypertension

2018 ◽  
Vol 3 (3) ◽  
pp. 112
Author(s):  
Moradali Zareipour ◽  
Mousa Ghelichi Ghojogh ◽  
Masoumeh Mahdi-akhgar ◽  
Sarvin Abbasi ◽  
Nooshin Yoshany ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Intervention Group ◽  
Public Health Problem ◽  
Developed Countries ◽  
Self Control ◽  
Control Group ◽  
Validity And Reliability ◽  
Important Public Health Problem ◽  
Significant Difference ◽  
The Impact

Background: High blood pressure is the most important public health problem in developed countries. It is one reason for early mortality and risk factors for cardiovascular diseases like stroke and kidney failure. This study aimed to determine the effect of educational intervention based on BASNEF in blood pressure control in 1395.Methods and Materials: This study was a quasi-experimental study on 160 patients in two groups (each n = 80) suffering from hypertension in urban health centers of Urmia. Data collection questionnaire included: demographic questions, knowledge base questions, self-control behaviors questions and structures of  BASNEF model. Validity and reliability were respectively 80% and 79%. Intervention group had taken three 45 minutes sessions using speeches, questions and answers, posters, booklets, pamphlets and whiteboard. Before training, information collected through questionnaires and after training questionnaires were completed again after 3 months. The data were analyzed in SPSS software with chi-square tests, Fisher, independent and paired sample t-test.Results: The average age of case and control group were  99.11 ± 01.56 and 75.12 ± 66.53 years. That there was no statistically significant difference (p=0.1). After intervention average systolic blood pressure significantly decreased in the intervention group from 43.157 to 24.147 mm Hg and diastolic blood pressure significantly decreased from 21.93 to 52.87 mm Hg (P <0.05)Conclusion:  The training program using BASNEF model has provided better results in controlling blood pressure than conventional trainings.

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