The Effect of Using Blended Learning Method on Students' Achievement in English and Their Motivation Towards Learning It

2020 ◽  
Vol 10 (2) ◽  
pp. 83-96
Author(s):  
Dima Ali Hijazi ◽  
Amal Shehadeh AlNatour
Keyword(s):  
Blended Learning ◽  
Traditional Method ◽  
English Language ◽  
Female Students ◽  
Control Group ◽  
Learning Method ◽  
Ninth Grade Students ◽  
And Control ◽  
Experimental Group ◽  
Positive Results

The purpose of this study is to investigate the effect of using a blended learning method on ninth grade students' achievements in English and their motivation towards learning it. The sample consisted of 100 female students selected purposefully and distributed into two groups: experimental and control. The experimental group studied English through a computerized program in the traditional method, while the control group was taught by the traditional method only. The results revealed statistically significant differences between the two groups in favor of the experimental group both in the achievement and the motivation towards learning English. The researchers recommended using computerized teaching in addition to the traditional method due to the positive results shown by the current study. In addition, they recommended conducting studies that measure the effect of blended learning on some aspects related to English language such as: vocabulary, spelling, pronunciation, or any other aspects.

scholarly journals Blended Learning to Improve University Students’ Language Skills in the Iraqi Context

2021 ◽  
Vol 12 (2) ◽  
pp. 246-255
Author(s):  
Hero Said Mohammed Nuri, Et. al.
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
English Language ◽  
Traditional Approach ◽  
Language Skills ◽  
Control Group ◽  
Learning Approach ◽  
Dramatic Effect ◽  
And Control ◽  
Experimental Group

This study investigated the effect of a blended learning approach (BLA) on the main English language skills (listening, speaking, reading, writing) when learning English as a foreign language (EFL) in Iraq. In order to reveal the effectiveness of the approach, an experiment was carried out involving 40 participants who were divided into two groups: experimental and control. The experimental group was taught using a BLA whereas the control group was instructed with a traditional approach to teach English. The experiment was conducted during a semester (three months) in which two classes of English were taught every week. According to the results of the study, the BLA had a dramatic effect on improving the main skills of the EFL participants

scholarly journals The Effectiveness of Accelerated Learning in Developing Writing Skills in the English Language Course for Third Intermediate Female Students: فاعلية التعلم السريع في تنمية مهارات الكتابة في مادة اللغة الإنجليزية لدى طالبات الصف الثالث المتوسط

2021 ◽  
Vol 5 (35) ◽  
pp. 77-51
Author(s):  
Falha Dhaher Raja Alatwe Falha Dhaher Raja Alatwe
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Female Students ◽  
Accelerated Learning ◽  
Third Grade ◽  
Control Group ◽  
The Third ◽  
Teacher Guide ◽  
And Control ◽  
Experimental Group

The study aimed at exploring the effectiveness of Accelerated Learning (AL) in developing English writing skills of the third-grade intermediate female students. To achieve this aim، the researcher employed the quasi-experimental approach and the descriptive approach. The sample included 60 students purposively selected from the Nineteenth School which belongs Tabuk Education Department. The students were equally divided into two groups: experimental and control with 30 students for each. The experimental group was taught using (AL) and the control group was taught using the traditional method. The tools that had been used and applied; were designed by the researcher (teacher guide for teaching the selected unit using (AL) and writing skills test). Accordingly، the study revealed the following results: Five major writing skills in English have been determined for the third-grade intermediate female students (including writing a correct sentence، writing a complete composition، the skill of dictation، the skill of making an accurate summary and composing an e-mail) with 47 sub-skills under these five main skills. there are statistically significant differences at the level (α≤ 0.05) between the means of the degrees of the two groups (experimental and control) in the post-application of the effectiveness of Accelerated Learning (AL) test، in developing the writing skills for the benefit of the experimental group. In the light of these results; the researcher recommended and suggested the following: Using the teacher guide book، that had been designed for this study which based on Accelerated Learning (AL) in teaching other units.

scholarly journals Effect of Fiber Rich Product on Childhood Obesity and Lipid Profile Aged 10-12 Years

2021 ◽  
Vol 9 (3) ◽  
pp. 87-90
Author(s):  
A. Jyoth ◽  
Keyword(s):  
Exercise Group ◽  
Control Group ◽  
Group Iii ◽  
Group I ◽  
Diet Survey ◽  
Group Ii ◽  
And Control ◽  
Experimental Group ◽  
Positive Results ◽  
Green Peas

The effect of fiber rich product on child hood obesity studied with 60 sample which were collected randomly among 10-12 years and categorized into 2 groups i.e, experimental group and control group. Experimental group further categorized into three groups i.e, supplementation with exercise (n=15), only supplementation group (n=15), only exercise group (n=15) and control group consists of (n=15).Anthropometric, and diet survey conducted as parameters. A fiber rich product was prepared and supplemented for 2 months to the selected subjects and it consists of whole Bengal gram, whole green gram, green peas, barley and jaggery. Positive results were obtained in three experimental groups. Significant decrease observed inweight, and BMI, Total cholesterol, Triglycerides, LDL, VLDL significant increase observed in HDL in group I II and III. The results were (51.60-48.26kg, 24.7-23.1, 195.2-152.3 mg/dl, 168.2-145.0 mg/dl, 52.2-54.13 mg/dl, 109.4- 69.4mg/dl, 33.6-28.7mg/dl) in group I, In group II the results are (50.3-49.86kg, 23.7-23.4, 168.6-161.0mg/dl, 145.4-129.6mg/dl, 44.2-45.2 mg/dl, 95.3-90.0mg/dl, 29.1-28.3mg/dl).In group III the tesults aere (50.7-49.6kg, 24.5-23.9, 143.2-139.3mg/dl, 139-134.5mg/dl, 38.2-38.7mg/dl 76.8-74.1 mg/dl, 25.6-28.1mg/dl) .From the results it was clear that when compared to group II and III group I has shown better results.

scholarly journals The Effectiveness of Using the Flipped Learning Strategy Using Pen Tablet in the Achievement and Motivation towards Mathematics among Tenth Grade Female Students in Wadi Al-Seer District: فاعلية استخدام استراتيجية التعلم المقلوب باستخدام Pen Tablet في التحصيل والدافعية نحو مادة الرياضيات لدى طالبات الصف العاشر الأساسي في لواء وادي السير

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Suha Mohammad Amawi, Hamzeh Abd alftah Alassaf
Keyword(s):  
Learning Strategy ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Significant Difference ◽  
Tenth Grade ◽  
Pen Tablet ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aimed to identify the effectiveness of flipped learning strategy using pen tablet in the achievement and motivation towards mathematics among tenth grade female students in Wadi Al-Seer district. The study used a Quasi-experimental design, Where the study was applied to a sample of (93) female students from the tenth grade, it was divided into (48) female students in the experimental group and (45) female students in the control group. The experimental group was taught using a flipped learning strategy by activating the pen tablet, while the control group studied in the traditional way. The Study tools were used achievement test and Motivation scale for learning mathematics. The results of the study showed a statistically significant difference at the level of significance (α = 0.05) between the mean achievement of female students in mathematics in the two experimental and control groups on the post test for the benefit of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (15.96) of (20), The results also showed a statistically significant difference at the level of significance (α = 0.05) in the scores of the motivation scale towards mathematics between the experimental and control groups on the dimensional scale in favor of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (2.89) From (3.) the differences were in favor of the experimental group. In light of the results of the study; it recommends the use of the flipped learning strategy by activating the pen tablet tool in teaching math for the tenth grade, and further research into the use of the pen tablet in teaching other educational materials and for other educational stages.

scholarly journals The Effect Of The Fink Model In The Achievement Of The Psychology Principles of The Fifth Grade Students And Their Mental Motivation

2018 ◽  
Vol 227 (3) ◽  
pp. 99-122
Author(s):  
Dr.Ahlam Jami
Keyword(s):  
Female Students ◽  
Fifth Grade ◽  
Control Group ◽  
Independent Data ◽  
Validity And Reliability ◽  
Psychometric Characteristics ◽  
Control Groups ◽  
Fifth Grade Students ◽  
And Control ◽  
Experimental Group

The research aims at identifying the effect of the Fink model in the achievement of the psychology principles of the fifth grade students and their mental motivation. The experimental design of the experimental and control groups was used. The researcher randomly selected Division B to represent the experimental group that is taught according to the Fink model, (A) The control group studying the traditional method, the number of female students (60) students by (30) students in each division. The two groups were equalized in the variables: age, intelligence, mental motivation. The researcher prepared the research tool which is the achievement test and verified the validity and reliability of the test, the adoption of the mental motivation scale and the testing of the psychometric characteristics. The researcher used the T-test for two independent data processing , The results showed the superiority of the experimental group in achievement and mental motivation via the control group

scholarly journals The Effect of Using the Differentiated Education Strategy on Achievement in Mathematics among Basic Elementary School Students in Jordan

2021 ◽  
Vol 58 (1) ◽  
pp. 4363-4376
Author(s):  
Dr. Talal Yousef Abu Amara
Keyword(s):  
Mathematics Achievement ◽  
Teaching Method ◽  
Female Students ◽  
Control Group ◽  
School Students ◽  
Education Strategy ◽  
And Gender ◽  
Ninth Grade Students ◽  
Experimental Group ◽  
Study Plan

This study aimed to investigate the effect of using the differentiated education strategy on mathematics achievement among ninth grade students in Jordan. The number of the study members was (106) male and female students, who were divided into two groups: the first is  an experimental group that studied using the differentiated education method consisting of (24 male and 18 female students), and the second is a control group that studied in the traditional way consisting of (39 male and 25 students). The study plan of the experimental group included Geometry unit topics that were designed using the differentiated education strategy. An achievement Exam was done in the Geometry unit and it was judged , The values of honesty and reliability has been calculated, and the results of the study showed that there are statistically significant differences at the level of (α = 0.05) between the students ’grades in Mathematical Achievement due to the teaching method used for the benefit of the experimental group that studied in a method Differentiated Education, and the absence of statistically significant differences at the level of (α = 0.05) between students ’grades in achievement rates attributable to the gender variable, as well as the absence of a statistically significant interaction between the teaching method and gender.

scholarly journals Effect of Inquiry-Based Teaching Method on Students Achievement and Retention of Concepts in Integrated Science in Senior High School

2020 ◽  
Vol 7 (2) ◽  
pp. 78-88
Author(s):  
Mohammed Issaka
Keyword(s):  
High School ◽  
Traditional Method ◽  
Teaching Method ◽  
Research Question ◽  
Female Students ◽  
Control Group ◽  
Retention Capacity ◽  
Male And Female ◽  
Integrated Science ◽  
Experimental Group

This study purposely investigated the impact of using inquiry-based teaching method on students’ academic achievement and retention of concept in integrated science against the traditional method in some selected senior high schools in the Obuasi Municipality. The study also investigated the difference in the mean achievement score between male and female students taught integrated science using inquiry -based method. The sample for the study was 292 students in SHS two from Christ the King Catholic Senior High School and Obuasi Secondary Technical in the Obuasi Municipality. The sample were obtained through random sample technique. The experimental group received instructions in integrated science using inquiry-based method of teaching whereas the control group were taught with the traditional method. The data were collected through the use of pretest- posttest research design and were analyze according to the research question for the study. The main research question for the study was: What is the effect of inquiry-based method of teaching on students’ achievement and retention of concepts in integrated science? The results from the study indicates that the students in the experimental group performed better than the students in the control group. The findings also show that students who were instructed with inquiry-based method have higher retention capacity than their counterpart students who were exposed to traditional method. There was a slightly gender disparity in the achievement and retention capacity of both male and female students taught integrated science with inquiry-based method in favour of the male. This means that inquiry-based method is very rewarding to students in terms of achievement and retention regardless of gender.

scholarly journals The Use of Course Review Horray (CRH) Strategy to Promote Students' Self-Confidence in Learning Vocabulary

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 68-82
Author(s):  
Kamarudin Kamarudin ◽  
Tawali Tawali ◽  
Muhammad Muhlisin
Keyword(s):  
English Language ◽  
Control Group ◽  
Seventh Grade ◽  
Huge Number ◽  
Self Confidence ◽  
Post Test ◽  
Quasi Experimental ◽  
Speak Up ◽  
And Control ◽  
Experimental Group

This research aims at finding out whether Course Review Horray strategy has effect to promote students’ self-confidence in learning vocabulary at the seventh grade students of MA NW Senyiur Keruak Lotim or not. This research rises since the use of English vocabulary plays crucial roles of mastering English language. Students will gain a huge number of benefits in which they can cope with various vocabulary items. For instance; students will automatically convince their self to speak up fluently where they know much of variety of vocabulary. This phenomenon comes up along with students of MA NW Senyiur Keruak Lotim. This research was a quasi-experimental with two group pre-test and post-test design. The population was all the students of the seventh grade at MA NW Senyiur Keruak Lotim consisted of 74 students from 3 classes. The samples of this research were 2 classes consisted of 25 students each group.  The experimental group was treated by using Course Review Horray strategy and control group was using Engage Study and Activate Strategy. The instruments of collecting the data were vocabulary test and questionnaire. After the data analysis completed, it was found that the questionnaire of students’ percentage was 56% the students got qualification A as criteria Student master 90%-100% of all indicators, 24% students get qualification as B master 80%-89% of all indicators, 16% students get qualification as C master 65%-79% of all indicators, 4% students get qualification as D master 55%-64% and 0% students got qualification as E master 0%-54% of all indicators. The number of T-test score was (2.865) > T-table (2.011). So, Course Review Horray (CRH) has effect towards students’ self-condident in learning English vocabulary

scholarly journals Educación Física en centros bilingües: efecto de la utilización del idioma sobre la percepción de la comunicación docente y la motivación del alumnado (Physical Education in Bilingual Schools: Effect of the language use on students' perceptions of teachi

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 352-360
Author(s):  
Víctor Sánchez-Vegas ◽  
Javier Coterón ◽  
Alba González-Peño ◽  
Evelia Franco
Keyword(s):  
English Language ◽  
Language Use ◽  
Code Switching ◽  
Control Group ◽  
Bilingual Programs ◽  
Educational Implications ◽  
Perceptions Of Teaching ◽  
And Control ◽  
Los Grupos ◽  
Experimental Group

  En los últimos años es frecuente la impartición de la educación física (EF) en lengua inglesa, lo que puede influir sobre las percepciones que los alumnos[1] tienen sobre dicha asignatura. En el presente estudio se analizó el efecto de una metodología bilingüe, el code-switching, sobre la percepción de la comunicación docente y la motivación. La muestra estuvo compuesta por 94 estudiantes de entre 12 y 14 años (M= 13.76; DT=.86). El grupo experimental (n=46) estuvo formado por dos grupos pertenecientes a formas diferentes de implantación del bilingüismo (programa y sección) y el grupo control (n= 47) por dos grupos equivalentes a los anteriores. Previo a la intervención, se realizaron entrevistas a profesorado de EF; los cuestionarios pre y post fueron administrados al alumnado al inicio y al fin de la misma. Tras la intervención se hallaron diferencias en la motivación intrínseca de uno de los grupos experimentales. Los resultados sugieren que la percepción de la comunicación docente por parte de los alumnos no difiere en función de que la clase se imparta íntegramente en inglés o utilizando el code-switching. Se discuten las implicaciones educativas de estos hallazgos.  Abstract. Over the last few years, the teaching of PE in English language has become frequent which could influence the perceptions that students have about this subject. In the present study the effect of a bilingual methodology, code-switching, on perceptions of teaching communication and motivation was analyzed. The sample was composed by 94 students aging from 12 to 14 (M=13,76; SD= .86). Experimental group (n=46) was formed by two classes with different bilingual programs (programa and sección) and control group (n=47), by other two equivalent groups. After the intervention significant differences in intrinsic motivation were found in one of the experimental groups. The findings suggest that the perceptions of teaching communication do not differ between students taught completely in English and students taught through code-switching. Educational implications of these findings are discussed.

scholarly journals The effectiveness of the use of a teaching strategy given to the model of Ausubel in the Achievement of the Ninth Grade female students in biology and their attitudes towards it: فاعلية استخدام استراتيجية تدريس قائمة على نموذج أوزوبل في تحصيل طالبات الصف التاسع الأساسي بمادة الأحياء واتجاهاتهن نحوها

2020 ◽  
Vol 4 (14) ◽  
Author(s):  
Suhaila Hamed Hamadeen, Mohammad Falah Al-shugairat
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Teaching Strategy ◽  
Ninth Grade ◽  
Female Students ◽  
Control Group ◽  
Validity And Reliability ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The study aimed to reveal the effect of the use of a teaching strategy given to the model of Ausubel in the Achievement of the Ninth Grade female students in biology and their attitudes towards it. The study sample consisted of (44) female students, assigned randomly into two group: the experimental group consisted of (21) students taught using teaching strategy given to the model of Ausubel (concept mapping), and control group consisting of (23) students taught using conventional teaching. The study tools consist of two instruments were developed, the achievement test and the trend scale towards biology, and after verifying the validity and reliability have been applied to study tools triabl group and then teaching the experimental group using the model of Ausubel (concept mapping) and the control group in the usual way. The results of study showed that there were statistically significant differences between the two groups on the achievement in favor of the experimental groups, in addition to the impact of teaching using the strategy of concept maps in developing the students' direction towards biology. In light of the study findings, some recommendations were offered.

Sign in / Sign up

Export Citation Format

Share Document