THE IMPACT OF GAMIFIED BLENDED LEARNING ON ENHANCING THE 11TH GRADERS' LEARNING ENGLISH LITERATURE IN JERUSALEM SUBURBS DIRECTORATE
| dc.contributor.author | Safia Atia Mohammad Tarteer | |
| dc.date.accessioned | 2024-05-22T06:16:52Z | |
| dc.date.available | 2024-05-22T06:16:52Z | |
| dc.date.issued | 2023-06-25 | |
| dc.description.abstract | Gamification has been widely observed in learning English around the world. It made the process of teaching and learning more interactive. It enhanced the learning outcomes, particularly language teaching. This study aims to investigate the impact of gamified blended learning (here after GBL) on enhancing learning English literature for the 11th grade. The study population consisted of all the 11th graders (1440 students) in Jerusalem Suburbs Directorate. The sample consisted of (109) students from both genders in two secondary schools. The researcher adopted the mixed-method design to accomplish the goals using four instruments, an achievement test (pre-test and post-test), a perception questionnaire, a motivation questionnaire, and a semi-structured interview with (20) students. For data analysis, the researcher used the SPSS program to analyze data to achieve the study goals. Means and standard deviations were used to analyze the results of the two achievement tests. Moreover, paired sample test and the ANCOVA test were used to analyze each item of the two questionnaires. In addition, Cronbach's Alpha and Person correlation are used to check the reliability of each item of the questionnaires. Finally, a factor analysis was conducted to ensure the stability and validity of the study instruments. Data showed the suitability of the instruments for the study. Results of the achievement tests showed differences between the experimental group and control groups in favor of the experimental groups. This means that using GBL enhances students' achievement in learning English Literature. At the same time, the result of the analysis of the two questionnaires' (Motivation and Perception) showed differences between the experimental group before the experiment and after it in favor of the experimental group after the experiment. This means that using GBL in teaching English literature enhances students' achievement, motivation, and perception of learning English literature. The results of the interview indicate three themes and 12 sub-themes. They revealed that using GBL to teach English literature enhanced learning outcomes, motivation, and perceptions of learning English literature. Finally, the study recommended that teachers use MOODLE to facilitate learning English literature. Principals should encourage teachers to use game elements to develop four skills. Finally, instructional designers should design more enjoyable material that depends on GBL to create interactive learning. Keywords: Gamification, Blended Learning, English Literature, Perception, Motivation, Achievement. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.11888/18736 | |
| dc.language.iso | en | |
| dc.supervisor | Dr. Ahmed Tlili Dr. Soheil Salha | |
| dc.title | THE IMPACT OF GAMIFIED BLENDED LEARNING ON ENHANCING THE 11TH GRADERS' LEARNING ENGLISH LITERATURE IN JERUSALEM SUBURBS DIRECTORATE | |
| dc.type | Thesis |