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Education Journal, 2013
This study aimed at investigating the effectiveness of using a blended learning program on develo... more This study aimed at investigating the effectiveness of using a blended learning program on developing Palestinian tenth graders' English writing skills. To achieve the study aims, the researchers designed a writing achievement test consisting of (40) items. The sample study consisted of (40) students from Shohadaa' Rafah Basic School in Rafah Directorate of Education 2012-2013. The blended learning program was used in teaching the experimental group (20) students, while the traditional method was used with the control one (20) students in the second term of the school year (2012-2013). The experiment lasted for eight weeks. The study findings revealed that there were significant differences at (α ≤0.05) in the mean scores of the test in favor of the experimental group. The findings also pointed out that there were statistically significant differences at (α ≤0.05) in the participants' achievement level before and after implementing the blended program in favor of the post-application. This was attributed to the blended learning program in teaching writing. In the light of the study results, the researcher recommended that education stakeholders should adopt the blend in teaching English, hold educational courses and workshops for teachers in employing blended learning to enrich the teaching learning process, create effective learning environment that enhances self-learning and develops students' achievement level.
This study aimed at investigating the effectiveness of using a blended learning program on develo... more This study aimed at investigating the effectiveness of using a blended learning program on developing Palestinian tenth graders' English writing skills. To achieve the study aims, the researchers designed a writing achievement test consisting of (40) items. The sample study consisted of (40) students from Shohadaa' Rafah Basic School in Rafah Directorate of Education 2012-2013. The blended learning program was used in teaching the experimental group (20) students, while the traditional method was used with the control one (20) students in the second term of the school year (2012-2013). The experiment lasted for eight weeks. The study findings revealed that there were significant differences at (α ≤0.05) in the mean scores of the test in favor of the experimental group. The findings also pointed out that there were statistically significant differences at (α ≤0.05) in the participants' achievement level before and after implementing the blended program in favor of the post-application. This was attributed to the blended learning program in teaching writing. In the light of the study results, the researcher recommended that education stakeholders should adopt the blend in teaching English, hold educational courses and workshops for teachers in employing blended learning to enrich the teaching learning process, create effective learning environment that enhances self-learning and develops students' achievement level.
Education Journal, 2013
This study aimed at investigating the effectiveness of using a blended learning program on develo... more This study aimed at investigating the effectiveness of using a blended learning program on developing Palestinian tenth graders' English writing skills. To achieve the study aims, the researchers designed a writing achievement test consisting of (40) items. The sample study consisted of (40) students from Shohadaa' Rafah Basic School in Rafah Directorate of Education 2012-2013. The blended learning program was used in teaching the experimental group (20) students, while the traditional method was used with the control one (20) students in the second term of the school year (2012-2013). The experiment lasted for eight weeks. The study findings revealed that there were significant differences at (α ≤0.05) in the mean scores of the test in favor of the experimental group. The findings also pointed out that there were statistically significant differences at (α ≤0.05) in the participants' achievement level before and after implementing the blended program in favor of the post-application. This was attributed to the blended learning program in teaching writing. In the light of the study results, the researcher recommended that education stakeholders should adopt the blend in teaching English, hold educational courses and workshops for teachers in employing blended learning to enrich the teaching learning process, create effective learning environment that enhances self-learning and develops students' achievement level.
This study aimed at investigating the effectiveness of using a blended learning program on develo... more This study aimed at investigating the effectiveness of using a blended learning program on developing Palestinian tenth graders' English writing skills. To achieve the study aims, the researchers designed a writing achievement test consisting of (40) items. The sample study consisted of (40) students from Shohadaa' Rafah Basic School in Rafah Directorate of Education 2012-2013. The blended learning program was used in teaching the experimental group (20) students, while the traditional method was used with the control one (20) students in the second term of the school year (2012-2013). The experiment lasted for eight weeks. The study findings revealed that there were significant differences at (α ≤0.05) in the mean scores of the test in favor of the experimental group. The findings also pointed out that there were statistically significant differences at (α ≤0.05) in the participants' achievement level before and after implementing the blended program in favor of the post-application. This was attributed to the blended learning program in teaching writing. In the light of the study results, the researcher recommended that education stakeholders should adopt the blend in teaching English, hold educational courses and workshops for teachers in employing blended learning to enrich the teaching learning process, create effective learning environment that enhances self-learning and develops students' achievement level.