The Role of Using Blended Learning on English Language Learning for 9th graders from Teachers' Perspectives in Nablus Governorate
Date
2021-08-19
Authors
Ramadan, Ibrahim
Journal Title
Journal ISSN
Volume Title
Publisher
جامعة النجاح الوطنية
Abstract
The study aimed to identify the role of blended learning in learning English for the ninth grade from the point of view of teachers in Nablus Governorate.
The researcher used the descriptive approach, and the study was applied to a stratified random sample that consisted of (72) male and female teachers. The study population consisted of male and female teachers who teach English in the schools of Nablus Governorate in the second semester of the year 2020-2021. To collect data, a questionnaire consisting of 31 items was developed and distributed to the target sample electronically and manually. The sample included teachers from different types of schools (public, private, UNRWA), teachers with different educational experiences (1-7 years, 8-15 years, 15 and more), teachers with different educational qualifications (Bachelor, Masters and higher), teachers with different specializations (English literature, English language teaching methods).
The study problem was determined by answering the main study question and its subsidiary questions related to demographic variables. The study answered the two main questions:
What is the role of blended education in learning English for ninth grade students from the point of view of teachers in Nablus Governorate?
Are there statistically significant differences in teachers' views on the role of blended learning in teaching English to ninth grade students in the Nablus Governorate?
The problem of the study was determined by answering the main study question and its subsidiary questions related to demographic variables. The study answered the two main questions:
What is the role of blended education in learning English for ninth grade students from the point of view of teachers in Nablus Governorate?
Are there statistically significant differences in teachers' views on the role of blended learning in teaching English to ninth grade students in the Nablus Governorate?
The results of the study showed that there were no statistically significant differences in the averages of teachers' views on the role of blended learning in learning English due to the variables of gender, years of teaching experience, academic qualification, and specialization. However, the study showed that there is a statistically significant difference between the averages of the teacher's answers due to the type of school (public, private) in favor of private schools.