Effectiveness of Programmed Learning Based upon the Use of Blended and Traditional Learning Methods in the Achievement of Tafila Technical University Students in the Course "Methods of Teaching for Early Graders" and their Attitudes towards Programmed Learning

Bilal Diabat

doi:https://doi.org/10.35552/0247-027-001-006

English
العربيّة

Full text

Effectiveness of Programmed Learning Based upon the Use of Blended and Traditional Learning Methods in the Achievement of Tafila Technical University Students in the Course "Methods of Teaching for Early Graders" and their Attitudes towards Programmed Learning

DOI:

10.35552/0247-027-001-006

Authors:

Bilal Diabat

Article info

Received 2012-01-17

Received in revised form

Accepted 2012-12-02

Availabe online 2012-12-02

Pages 181 - 200

Keywords

Abstract

This study investigates the effectiveness of programmed learning based upon blended and traditional learning. The corpus of this study consisted of (58) students randomly selected from the students of Child Education and Classroom Teachers currently enrolled in Early Grades – Teaching Courses. An achievement test was designed for the purpose of this study. This test consisted of (45) multiple-choice items, with stability rate of (%86). The researcher also used another criterion to measure student’s attitudes towards blended learning with stability rate of (0.79). The findings of the study showed statistical differences for the benefit of the experimental group conducted by the approach of blended learning over the traditional learning. The study also revealed some positive attitudes among the students of the college of Educational Sciences towards blended learning. The researcher highly recommends adopting the blended learning model and using it as a medium of teaching different courses and specializations.

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BibTex RIS

Diabat, B. (2012). Effectiveness of Programmed Learning Based upon the Use of Blended and Traditional Learning Methods in the Achievement of Tafila Technical University Students in the Course “Methods of Teaching for Early Graders” and their Attitudes towards Programmed Learning. An-Najah University Journal for Research - B (Humanities), 27(1), 181–200. https://doi.org/10.35552/0247-027-001-006

[1]B. Diabat, “Effectiveness of Programmed Learning Based upon the Use of Blended and Traditional Learning Methods in the Achievement of Tafila Technical University Students in the Course ‘Methods of Teaching for Early Graders’ and their Attitudes towards Programmed Learning,” An-Najah University Journal for Research - B (Humanities), vol. 27, no. 1, pp. 181–200, Dec. 2012, doi: 10.35552/0247-027-001-006.

Diabat, Bilal. “Effectiveness of Programmed Learning Based upon the Use of Blended and Traditional Learning Methods in the Achievement of Tafila Technical University Students in the Course ‘Methods of Teaching for Early Graders’ and Their Attitudes towards Programmed Learning.” An-Najah University Journal for Research - B (Humanities), vol. 27, no. 1, Dec. 2012, pp. 181–200. Crossref, https://doi.org/10.35552/0247-027-001-006.

1.Diabat B. Effectiveness of Programmed Learning Based upon the Use of Blended and Traditional Learning Methods in the Achievement of Tafila Technical University Students in the Course “Methods of Teaching for Early Graders” and their Attitudes towards Programmed Learning. An-Najah University Journal for Research - B (Humanities) [Internet]. 2012 Dec;27(1):181–200. Available from: http://dx.doi.org/10.35552/0247-027-001-006

Diabat, Bilal. “Effectiveness of Programmed Learning Based upon the Use of Blended and Traditional Learning Methods in the Achievement of Tafila Technical University Students in the Course ‘Methods of Teaching for Early Graders’ and Their Attitudes towards Programmed Learning.” An-Najah University Journal for Research - B (Humanities) 27, no. 1 (December 2012): 181–200. https://doi.org/10.35552/0247-027-001-006.

فاعلية التعلّم المبرمج القائم على استخدام طريقتي التعلّم المدمج والطريقة التقليدية في تحصيل طلبة جامعة الطفيلة التقنية في مادة طرائق التدريس للصفوف الأولى واتجاهاتهم نحوه

DOI:

10.35552/0247-027-001-006

المؤلفون:

بلال الذيابات

معلومات المقال

تاريخ التسليم 2012-01-17

تاريخ تسليم النسخة المعدلة

تاريخ القبول 2012-12-02

على شبكة الإنترنت 2012-12-02

الصفحات 181 - 200

الكلمات الإفتتاحية

الملخص

هدفت هذه الدراسة إلى استقصاء فاعلية التعلّم المبرمج القائم على استخدام طريقتي التعلّم المدمج والطريقة تقليدية. وتكونت عينة الدراسة من (58) طالباً، تم اختيارهم بالطريقة العشوائية من طلبة تخصصي: تربية الطفل، ومعلم الصف المسجلين في طرائق التدريس للصفوف الأولى. إسُتخدم في الدراسة اختبار تحصيلي أعدّه الباحث مكوّن من (45) فقرة من نوع الاختيار من متعدد، حيث بلغت نسبة الثبات للاختبار (86%)، كما استخدمَ الباحث مقياس كأداة دراسة لقياس اتجاهات الطلبة نحو التعلّم المدمج، حيث بلغت نسبة الثبات (0.79). وقد أظهرت النتائج وجود فروق ذات دلالة إحصائية، وكان ذلك الفرق لصالح المجموعة التجريبية التي دُرست باستخدام طريقة التعلّم المدمج على حساب الطريقة التقليدية، ووجود اتجاهات إيجابية لطلبة كلية العلوم التربوية نحو التعلّم المدمج. وأوصى الباحث بضرورة تبني أسلوب التعلّم المدمج واستخدامه في تدريس مساقات أخرى مختلفة وتخصصات مختلفة.