The Effect of Blended Learning on the Persistence of Academic Performance for Computer Education (original) (raw)
Related papers
Effect of blended learning to academic achievement
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 6 th 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.
New approaches related to use of computer-based technologies in teaching-learning process have been emerged because of the fact that use of technology alone, could not answer all the learner needs. From this perspective, blended learning approach which is the combination of traditional classroom based face to face learning and web-assisted learning is one of the new approaches. This study aims to investigate the effect of different levels of blended learning activities on student's academic achievement and retention of learning. For this purpose, the study modeled as 4X3 factorial design. The first factor is our working groups, respectively, the second factor consists of the three measurements. The study carried out with 107 participants.
Blended Learning in Higher Education: A Study of Its Impact on Students’ Performance
2021
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 y...
Journal of Education and Practice, 2020
The study aims to explore the effect of teaching using blended learning on the achievement of 10 th-grade students in the computer subject in Jordan. The study sample consists of two purposely selected sections: the experimental group with (26) male and female students and the control group with (26) male and female students. An achievement test consisting of (20) questions is prepared, and the validity and reliability of the instrument are verified. To answer the study questions, the arithmetic means, the standard deviations for the study sample, along with the analysis of covariance (ANCOVA) are calculated. The results show that there is a statistically significant difference among the means of the levels of academic achievement due to the variable of the teaching method and for the benefit of the experimental group taught using blended learning. The study recommends generalizing the experience of using the blended learning strategy applied to students of computer course on various subjects, taking advantage of the positive effect of using the strategy of blended learning in increasing the student's achievement.
Effects of traditional, blended and e-learning on students' achievement in higher education
Journal of Computer Assisted Learning
The study investigates the effect of e-learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students’ achievement in the different groups, pre- and post-achievement tests were used. The results of the study (N = 148) show that there was a statistically significant difference between the three methods in terms of students’ achievement favouring the blended learning method (n = 55) with a substantial effect size of 1.34 (Hedges’ g). No significant difference was found between the e-learning (n = 43) and traditional learning groups (n = 50) in terms of students’ achievement and with a negligible effect size of 0.02.
International Journal of Multidisciplinary: Applied Business and Education Research
The study was conducted to assess the effectiveness of Blended Learning Approach (BLA) and its implication on the students’ performance. The study utilized the descriptive-evaluative research design and it was conducted at Sultan Kudarat State University-Kalamansig Campus. Further, this study utilized simple random sampling to select the number of respondents. Twenty-three (23) teachers and twenty-nine (29) students during the 2nd semester, A.Y 2020-2021 were used as the respondents of the study. A researchers-made questionnaire was utilized to collect the data. The data were analysed using Statistical Package for the Social Sciences (SPSS) Software V21 x64. Statistical tools used were the frequency and percentages counts, mean, and grand mean. The Pearson-Product moment correlation coefficient was also utilized. The level of effectiveness of blended learning approach was fairly effective as assessed by both teachers and students. The students’ performance was described as above ave...
2019
Combined learning among the world's top universities including Malaysia was commonly recognized. Many educational organizations, like Blackboard, WebCT and Moodle, have introduced Learning Management Systems (LMSs) or Course Management Systems (CMSs), depending on the capabilities and needs of the institutions ' programmes. The aim of this paper is to report the results of implementation of learning management system (LMS) using Moodle on student engagement in Computer Science (CS) classroom for two semesters. Furthermore, we also investigating the parameters that influence student engagement and how these scales relate to each stage of learning process to produce better learning performance. The respondents for this work are students who enrolled CS courses regardless of any year. The survey conducted using online and distributed to various type of subject taught in CS for the semester to confirm the students’ learning preferences using blended learning style. From the surv...
Application of Blended Learning at the SHS Level -Implications On Students' Performance
IJCSIS July Vol 17 No 7, 2019
With the rapid proliferation of ICT devices in every field of endeavor and their usage becoming increasingly easier and more affordable, using blended learning in all levels of education becomes very imperative. However, classroom practices continue to be dominated by instructor-led teaching pedagogy. This study sought to unearth how blended learning can be applied as a teaching and learning approach at the SHS level and its implications if any on students' academic performance, considering that traditional face-to-face technique has been used over the years with its antecedent problems at that level and below. The study found out that the BL environment made students active participants in class, so learning occurred naturally not memorization hence, learning last-longer and easy for students and further provided a different viewpoint for students and propelled their desire for continuous learning even in other subjects with the blended approach. Yet challenges like initial cost and slow internet connectivity transpired.
Explaining the impact of blended learning on relevant factors in west Tehran Payame Noor University
By advances in information technology and considering the fast pace of innovation in targeted technologies, blended learning with the aim of satisfying the needs of blended learning is composed of online learning and face-to-face learning. The aim of the present paper is to study the impact of blended learning on the relevant factors through a mixed method. The study is considered fundamental in terms of research methodology. The present paper is carried out on students of West Tehran Payame Noor University, Iran through a questionnaire. According to the results, it is concluded from the perspective of students that although blended learning is formed of several factors such as face-to-face learning and virtual learning, this type of learning has significant impact on its constituent elements as well as on relevant factors related to this type of learning. Finally, the effectiveness of blended learning, virtual and face-to-face learning in accordance on their factors were determined and assessed which ultimately led to conclusions and recommendations to advance research objectives.