أثر توظيف برمجية قائمة على التعلم المدمج في التحصيل الفوري والمؤجل لطلبة الصف العاشر الأساسي في مادة اللغة الإنجليزية
Abstract
ملخص
هدفت الدراسة التعرّف إلى أثر توظيف برمجية قائمة على التعلم المدمج في التحصيل الفوري والمؤجل لطلبة الصف العاشر الأساسي في مادة اللغة الإنجليزية. تكونت عينة الدراسة من(91) طالباً وطالبة. ولتحقيق أهداف الدراسة تمّ تطوير اختبار من نوع الاختيار من متعدد لقياس أثر التحصيل الفوري والمؤجل، وأظهرت الدراسة وجود فروق دالة إحصائياً في التحصيل الفوري والمؤجل لطلبة الصف العاشر الأساسي في مادة اللغة الإنجليزية تعزى لطريقة التدريس لصالح المجموعة التي درست باستخدام البرمجية القائمة على التعلم المدمج، بينما أظهرت عدم وجود فروق دالة إحصائياً في التحصيل الفوري والمؤجل لطلبة الصف العاشر الأساسي في مادة اللغة الإنجليزية تعزى لمتغير الجنس، ومتغير التفاعل بين طريقة التدريس والجنس. وفي ضوء النتائج توصي الدراسة بضرورة استخدام التعلم المدمج في تدريس اللغة الإنجليزية.
The Impact of Implementation of Instructional Aid Based on The Blended Learning on Immediate and Postponed Achievement of the Tenth Primary Grade Students in English Language Textbooks
Abstract
This study aims to identify the impact of implementation of instructional aid based on the blended learning on immediate and postponed achievement of the tenth primary grade students in English language textbooks. The sample of the study consists of (91) female and male students. In order to achieve the purpose of the study, a multiple-choice test was developed to assess the impact of immediate and postponed achievement. The results of the study showed that there is statistically significant differences in immediate and postponed achievement of the tenth primary grade students in English language textbooks regarding to gender variable in favor of male students. While the results of the study revealed that there are no statistically significant differences in immediate and postponed achievement of the tenth primary grade students in English language textbooks due to gender, and the interaction between teaching method and gender variables. In light of these results, the study recommended the necessity of integrating blended learning in teaching English language in public schools.
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DOI: http://dx.doi.org/10.35682/861
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MUTAH UNIVERSITY