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|Title||The Effectiveness of a Blended Learning Program on Developing and Retention of Palestinian Tenth Graders' English Writing Skills|
This study aimed to investigate the effectiveness of using a blended learning program on developing and retention Palestinian tenth graders’ English writing skills. To achieve the study aims, the researcher adopted the experimental approach with two groups' pre-post design (experimental and control). To collect data, the researcher designed the following study instruments and tools: content analysis, achievement test consisting of (40) items, a test to measure the retention of the skills and a blended learning program in writing skills. After examining the validity and reliability of the tools and instruments, they were implemented on the study sample represented in (40) students from Shohadaa' Rafah Basic School who were randomly selected from the original population of (1774) students in Rafah Directorate of Education 2012-2013. The sample was divided into two groups: the experimental group consisting of (20) students and the control one consisting of (20) other students. The two groups were similar in their age, previous learning, achievement in general and achievement in English language. The blended learning program was used in teaching the experimental group, while the traditional method was used with the control one in the second term of the scholastic year (2012-2013). The experiment lasted for ten weeks (1 lesson per week). The researcher used the following statistical methods to reach the results: (Holesti Formula, Mean, Standard Deviation, Alpha Cronbach, Pearson Coefficient, Kuder-Richardson (K_R20) Formula, Spearman Brown Equation, effect Size Formula and T-Test). After the statistical analysis, the findings of the study revealed that there were significant differences at (α = 0.05) in the scores of the control and the experimental groups in favor of the experimental group and which is attributed to the blended learning program. The findings also pointed out that there were statistically significant differences at (α = 0.05) in the participants' achievement level before and after implementing the blended program in favor of the post-application. Additionally, there were statistically significant differences at (α = 0.05) in the participants' achievement level of the control and the experimental groups (high and low achievers) in favor of the experimental group. There were also statistically significant differences at (α = 0.05) in the participants' achievement level of the control and the experimental groups (in the retention test) in favor of the experimental group. Finally, the implementation of the effect size equation revealed that blended learning program had a large effect size favoring the experimental group. Based upon the previous findings, the study recommends that teachers are advised to adopt the blend in teaching writing skills, holding educational courses and workshops for teachers in general and of English in particular in employing blended learning to enrich the teaching learning process and develop students' achievement level. It also suggests that further research should be conducted on the effect of blended learning on other English language skills, other school subjects, students' creative thinking skills as well as in the treatment of learning difficulties in English.
|Publisher||الجامعة الإسلامية - غزة|
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