THE EFFECT OF USING BLENDED LEARNING IN ACHIEVEMENT AND SCIENTIFIC THINKING OF SIXTH GRADE STUDENTS IN LIFE AND SCIENCE IN THE QABATIA EDUCATION DIRECTORATE
| dc.contributor.author | Asad, Fatemah | |
| dc.date.accessioned | 2022-10-12T05:30:17Z | |
| dc.date.available | 2022-10-12T05:30:17Z | |
| dc.date.issued | 2022-07-14 | |
| dc.description | This study aimed to examine the effect of using blended learning in achievement and scientific thinking of sixth grade students in life and science in the Qabatia Education Directorate. This study attempted to answer the below main question: What is the effect of using blended learning in achievement and scientific thinking of sixth grade students in life and science in the Qabatia Education Directorate? The study sample consisted of (61) students from the sixth-grade at one of the Governmental Primary schools at Qabatia Education Directorate for the academic year 2021-2022. The students were selected by using an intentional sampling method, where the sample was divided into two groups, the first is an experimental group that consisted of (31) students, it was taught by using the blended learning strategy, and the other was a control group consisting of (30) students, and they were taught the normal way. Two tools were applied to the sample. The first tool was an achievement test about human body systems’ Unit from the Science and Life units of the Sixth-grade second semester. While, the other tool was using a scientific thinking test. The researcher however, verified the tools’ reliability and validity, and the study hypotheses were examined through the accompanying One-Way Analysis of Variance (One-Way ANCOVA). The results of the study showed that there were statistically significant differences between the sixth-grade students’ average score in both, the experimental and the control groups at the post-achievement test, due to the teaching strategy (normal, blended learning). This is in favor of the experimental group, which was taught by using the blended learning strategy. The results of the study also showed that there were no statistically significant differences at the significance level (α = 0.05) in the meanes score of the Sixth-grade students’ science thinking test of the (experimental, control group). Based on the researcher’s findings of this study, the researcher, accordingly recommends to include this strategy in the Science and Life curricula to all grades, other curriculums, and the teacher’s guide due to its positive impact on the students’ achievement, in addition, to the need to train teachers on how to use this strategy correctly. | en_US |
| dc.description.abstract | This study aimed to examine the effect of using blended learning in achievement and scientific thinking of sixth grade students in life and science in the Qabatia Education Directorate. This study attempted to answer the below main question: What is the effect of using blended learning in achievement and scientific thinking of sixth grade students in life and science in the Qabatia Education Directorate? The study sample consisted of (61) students from the sixth-grade at one of the Governmental Primary schools at Qabatia Education Directorate for the academic year 2021-2022. The students were selected by using an intentional sampling method, where the sample was divided into two groups, the first is an experimental group that consisted of (31) students, it was taught by using the blended learning strategy, and the other was a control group consisting of (30) students, and they were taught the normal way. Two tools were applied to the sample. The first tool was an achievement test about human body systems’ Unit from the Science and Life units of the Sixth-grade second semester. While, the other tool was using a scientific thinking test. The researcher however, verified the tools’ reliability and validity, and the study hypotheses were examined through the accompanying One-Way Analysis of Variance (One-Way ANCOVA). The results of the study showed that there were statistically significant differences between the sixth-grade students’ average score in both, the experimental and the control groups at the post-achievement test, due to the teaching strategy (normal, blended learning). This is in favor of the experimental group, which was taught by using the blended learning strategy. The results of the study also showed that there were no statistically significant differences at the significance level (α = 0.05) in the meanes score of the Sixth-grade students’ science thinking test of the (experimental, control group). Based on the researcher’s findings of this study, the researcher, accordingly recommends to include this strategy in the Science and Life curricula to all grades, other curriculums, and the teacher’s guide due to its positive impact on the students’ achievement, in addition, to the need to train teachers on how to use this strategy correctly. | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.11888/18058 | |
| dc.language.iso | other | en_US |
| dc.publisher | جامعة النجاح الوطنية | en_US |
| dc.subject | Blended Education; Student Achievement; Science and Life Subject. | en_US |
| dc.supervisor | Dr. Abdul Ghani Saifi | en_US |
| dc.title | THE EFFECT OF USING BLENDED LEARNING IN ACHIEVEMENT AND SCIENTIFIC THINKING OF SIXTH GRADE STUDENTS IN LIFE AND SCIENCE IN THE QABATIA EDUCATION DIRECTORATE | en_US |
| dc.title.alternative | THE EFFECT OF USING BLENDED LEARNING IN ACHIEVEMENT AND SCIENTIFIC THINKING OF SIXTH GRADE STUDENTS IN LIFE AND SCIENCE IN THE QABATIA EDUCATION DIRECTORATE | en_US |
| dc.type | Thesis | en_US |