The impact of the use of blended learning and e-learning on development of cognitive achievement,...

"The impact of the use of blended learning and e-learning on development of cognitive achievement, problem solving, and

Motivation to learn, about the tenth grade students of the Hashemite Kingdom of Jordan"

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:قال تعالى

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Abstract

This study aimed to find out The impact of the use of blended

learning and e-learning on the cognitive achievement, problem

solving, and motivation to learn among tenth grade students in the

Hashemite Kingdom of Jordan.

The study has used the descriptive approach, and the approach

quasi-experimental to achieve the objectives of the study.

The study sample were (47) female students from the tenth

grade from basic government school Princess Rahma Bint El

Hassan at Amman First Directorate, it was divided randomly into

two groups: (23) female students e-learning group, and (24)

female student blended learning group.

An electronic interactive software has been designed, and a site

has been created and designed by the researcher using the Moodle

system to manage e-learning, biology; genetics unit basic concepts

and principles in genetics and solve problems.

Tools were developed that measure cognitive achievement,

problem solving skills, and motivation. Were applied pre test

before teaching the unit, and post test. Means, and t-test were

used to analyze the data.

The study results indicated there were statistically significant

differences between the e-learning and blended learning in the

cognitive achievement. There are no statistical differences in

problem solving skill and motivation for learning between the two

groups of study.

Key words:

Blended learning - e-learning - solve problems - motivation

towards learning - - retention – Moodle system.

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Virtual Schools

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و, مكمال ألساليب التعليم التربوية العادية

ن تقنية المعلومات ليست هدفًا أو إإذ

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/

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- Supplemental Level

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.1عدد ,2, مجلد مجلة جامعة ذي قار العلمية. تحصيل الطلبة

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Eduwave

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رسالة دكتوراه كلية التربية, .لدى طلبه الصف العاشر األساسي باألردن( التحليل, التركيب, التقويم)مهارات التفكير العليا

مصر . جامعة عين شمس

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34

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- 1, التدريب االلكتروني وتنمية الموارد البشرية, في الفترة جامعة السويس-بالتعاون مع كلية التربية باالسماعلية

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38

MOODLE

Blacboard

Blacboard

LMS:learning management system

Software

onlinevirtual classroom

39

LMS

1(LCMS) learning content management system

LMS

LCMS

LMS

MS Word, Power Point Slides, Flash Animation, HTML docs,

Audio clips Video clips

(VLE) Virtual learning environment

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40

Blacboard

MOODLE

MOODLEModular Object Oriented Dynamic Learning

EnvironmentCMS

VLE

2

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جامعة القاهرة-يةمعهد الدراسات التربورسالة دكتوراه, . الثانوية بالمملكة العربية السعودية

تصميم مقرر للوسائط المتعددة قائم على التعلم المدمج لتنمية التفكير االبتكاري (. 010 )عبد الاله إبراهيم الفقي 4

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فاعلية التعلم اإللكتروني المختلط في إكساب مهارات تطوير برامج الوسائط المتعددة , (003 )حسن دياب علي غانم 5

جامعة –, رسالة دكتوراه , معهد الدراسات والبحوث التربوية لطالب تكنولوجيا التعليم بكلية التربية النوعية

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41

42

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.

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43

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44

1

ADDIE)Implement, Evaluate

Analyze, Design, Develop,

ADDIE)

(Analyze)

1 Hinson, J., & LaPrairie, K. (2005), 483-493.

2 Cavaalluzzo, et al.,2005, 5 (

. دار الفكر .عمان .تصميم التعليم(. 010 )حسن حسيني جامع 3

45

(Design)

(Develop)

(Implement)

(Evaluate)

ADDIE

Gerlash"Dick and Carey

MerrillBrain Blum

Ruffini

46

.

ورقة بحثية مقدمه الى المؤتمر ".نموذج مقترح لتصميم المقررات عبر اإلنترنت ( " 002 . )حسن الباتع عبد العاطي1

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تقويم مواد التعلم االلكتروني لمنهاج الفيزياء في المدارس االردنية من ( 001 )وحسن بني رومي قسيم الشناق 3

.001 مايو, 3 – 2 جامعة مسقط, من , وقائع المؤتمر الدولي للتعلم عن بعد. وجهة نظر المعلمين والطلبة

التغذية

الراجعة

عمليات

مراجعة

وتعديل

مستمرة

.تقويم تعلم الطالب للمقرر -1

.تقويم المقرر عبر اإلنترنت -

.عبر اإلنترنت تطبيق بطاقة إجازة المقرر المصمم -1

عرض المقرر على عدد من المتخصصين والطالب قبل التطبيق الفعلي -

.

.تحديد لغات البرمجة المالئمة -1

.ربط المقرر بخدمات اإلنترنت -

إنتاج الوسائط المتعددة التي يجب أن يتضممنها المقمرر ممن نصموص , ورسموم -3

.خطية , وصور ثابتة ومتحركة وصوت , ولقطات فيديو

:المرحلة األولى وتشمل : أواًل

.تحديد األهداف التعليمية -1

.تحديد المحتوى -

.تنظيم عناصرالمحتوى -3

.تحديد خطة السير في الدرس -4

.ر الوسائط التعليمية اختيا -5

.تحديد أسلوب تقويم الطالب -1

.تحديد األهداف العامة للمقرر - . تحليل خصائص الجمهور المستهدف -1

.تحليل البنية األساسية -4. تحديد مهام التعلم وأنشطته -3

مرحلة

التحليل

مرحلة

التصميم

مرحلة

اإلنتاج

مرحلة

التجريب

مرحلة

التقويم

.اختيار عنوان مالئم للموقع -1

.تحميل المقرر , وعرضه على الطالب الفعليين -

مرحلة

العرض

:المرحلة الثانية وتشمل : ثانيًا

تحديمد مبمادت تصممميم المقمررات عبممر -1

اإلنترنت

تصممممممممممميم الخريطممممممممممة االنسمممممممممميابية -

Flowchart لمقرر ل.

تصميم التفاعل خالل المقرر المصمم -3

.عبر اإلنترنت

47

.

ترنت في الدول األعضاء بمكتبب التربيبة العرببي التعلم الذاتي وتطبيقاته عبر شبكة اإلن(. 001 )ابراهيم محمد عسيري 1

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study in online education. International Journal on E-Learning, 31(10).

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Open and Distance Learning, 3 (1).

48

Blended Learning, BL

,he Chronicle of Higher T

Education

The Journal of

Asynchronous Learning Networks

BL

BL

BL

"BL"

1 Rooney, J. (2003). Blending learning opportunities to enhance educational programming

and meetings. Association Managment, 55(5), 26-32

2 Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G.

Moore (Ed.), Handbook of distance education. (3rd ed.). NewYork,NY:

Routledge(333–350).

49

BL

Online

Offline

1

Transforming

Enhancing

(Enabling)access and

convenience

1Singh, Harvey (2003) Educational Technology, 43,(6) 51-54.

2 Milheim,W.D.(2006) Strategies for the Design and Delivery of Blended Learning Courses.

Educational Technology. 46(6) 171-178

3 Bersin & Associates. (2004). Blended learning: What works?: An industry study of the

strategy, implementation, and impact of blended learning: Bersin & Associates. (10)

وضرورة التخلص من الطرق التقليدية المتبعة وإيجاد طرق أكثر : التعليم الكتروني المدمج, (002 )محمد عماشة 4

تم استخراجه , (1 )العدد , ةمجلة المعلوماتي, سهوله وأدق لإلشراف والتقويم التربوي تقوم على أسس الكترونية

http://informatics.gov.sa/section.php?id=21 :الموقع االلكترونيمن 011 | |10اريخ بت

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ابتكار تقويم تحليل تطبيق تفهم تذكر

نوع

المعرفة

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المعلمة بالبرنامج المدمج المتعلمة بالبرنامج المدمج

.ت وتقييمهامتابعة نشاطات الطالبا .المناقشة والحوار في الفصل الدراسي

على المحتوى ( الدراسة والبحث)االطالع

التعليمي الذي تم إعداده من قبل الباحثة

.وعرضه على زميالتهن

ارشاد وتوجيه .شرح المادة التعليمية

ى وعرض الطالبات أثناء دراسة المحتو

الدرس

االطالع على مجموعة متنوعة من

.الوسائط

ناء حل مشاكل الطالبات التي واجهتهن أث

.دراسة البرنامج عبر اإلنترنت

أداء الواجبات, والقراءات اإلضافية

.بالمنتديات

متابعة التقييم الذاتي للطالبات أثناء

.دراسة الوحدة

المشاركة بموضوعات جدلية للنقاش

.باستخدام المنتديات, والمدونات

عرض مشكالت للحل أو أسئلة لإلجابة

أو موضوعات جدلية للنقاش

ل التعاوني واالجتماعي مع الزمالء العم

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صغير( 02400215-)ثر أكبر من أو يساويإذا كان حجم األ .1

فهو متوسط( 0225 -0240)إذا كان حجم األثر أكبر من أو يساوي .

فهو كبير ( 1210 -0225)إذا كان حجم األثر أكبر من أو يساوي .3

فهو كبير جدا( 1245 -1210)إذا كان حجم األثر أكبر من أو يساوي .4

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30.048

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2.98

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Makhdoom, et.al 2013

155

,

Nellman, 2008Maguire, 2005

(Reason, Valadares & Slavkin, 2005)

Wellman & Flores, 2002Wellman &

20021

Flores,

Gebara, 2010

Larson & Sung,

2009)Newlin, Lavooy & Wang, 2005

(Roblyer; Freeman;

Donaldson; and Maddox, 2007)

1 Wellman, E. & Flores, J. (2002). Online discourse: expansive possibilities in the history

classroom. National Educational Computing Conference Proceedings, San Antonio,

Texas, 1-15.

156

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22

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2.516

157

(Wu, & Huang, 2013)

(Valentín, et.al., 2013)(Giesbers,

et. al. 2013)(Duncan, et.al. 2013)

158

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على تحصيل التالميذ الصم أثر استخدام برمجية تعليمية قائمة على التعليم اإللكتروني( 002 )غرام اهلل مسفر الغامدي 1

., رسالة دكتوراه قسم المناهج وطرق التدريس, كلية التربية, جامعة أم القرى, مكة المكرمةفي الرياضيات

159

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15.7430.04

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160

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Nellman, 2008

,

(Johnson and Johnson, 2005)

Maguire, 2005(Reason, Valadares & Slavkin,

2005)

161

Gebara, 2010

Larson & Sung, 2009)

Newlin, Lavooy & Wang, 2005Fu, 2006

(Roblyer; Freeman; Donaldson; Maddox, 2007)

162

t-test

163

المتوسط المتغيراتدرجة

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2.91)

164

Somchai,

2007

Suangsuda, 2002

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.000

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165

.000

Makhdoom, et.al 2013

(Duncan, et.al. 2013)

166

20071

Somchai,

Suangsuda, 2002

(DeGuzm, 2008)

Bekele, & Menchaca, 2011.

(Ross & Casey, 2000)

(Liamthaisong, Pumipuntu, Kayapard,

2011)Nellman, 2008

t-test

1 Somchai, S. (2007). Developing a Web-based learning model adjusted to individual

differences within the principles of comprehensive learning arrangement for

encouraging learning achievements and problem-solving skills of pharmaceutical

students. Ed.D. Dissertation, Bangkok: Chulalongkorn University.

http://sootyord.multiply.com/journal/item/109

167

المتغيرات

ليم المدمجالتع المتوسط

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22.62

168

(Liamthaisong, Pumipuntu, and

Kayapard, 2011)Nellman, 2008

169

t-test

المتغيراتمتوسط التعلم

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متوسط

التعلم

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ت اختبار

درجة

الحرية

مستوى

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46

.000 2.15*

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*0.45 152. 1.48 791. 3.79 1.17 19.91 19.25 دافعية االداء

*0.79 887. 143. 4.55 21.8 652. 116.91 120.33 العوامل معا

1992Cohen,

170

(.143

17.210

11.3373.354

1.482654

Cohen’s d

171

(Gebara, 2010)

Taradi, and

Taradi, Radić, and Pokrajac, 2005)(Stevens & Switzer,

2006)(Woltering, Herrler, Spitzer,

Spreckelsen, 2009)(Edginton & Holbrook, 2010)

Bekele, & Menchaca, 2011

t-test

المتغيرات

إللكترونيالتعلم ا

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البعدي المتوسط

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قيمة اختبار

ت

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الحرية

مستوى

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حجم

االثر

6.28 1.09 5.27 6.91 36.56 29.65 الدوافع الذاتية الشخصية

22

.000 1.33*

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*1.15 000. 7.24 522. 2.50 3.78 18.39 14.60 الحافز الوظيفي

*1.22 000. 7.40 493. 2.36 3.65 19.91 16.26 دافعية االداء

*1.66 000. 5.43 2.34 11.24 1.27 116.91 95.54 الدرجة الكلية للعوامل

فهو كبير ( 1210 -0225)ذا كان حجم األثر أكبر من أو يساوي إ*

فهو كبير جدا( 1245 -1210)إذا كان حجم األثر أكبر من أو يساوي *

فهو كبير جداجدا ( فأكثر1245)إذا كان حجم األثر أكبر من أو يساوي *

172

95.54

173

(Wu, & Huang,

2013) (Valentín et.al., 2013)

(Giesbers, et. al. 2013)

Shiang, 2003

t-test

174

31.49 36.91 7.125 10.01 2.04 3.48

23

.002 0.73*

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12.12 14.62 2.50 .932 .190 13.13 .000 1.02*

15.58 19.20 3.62 3.187 .650 5.57 .000 0.96*

16.37 19.25 2.87 1.329 .271 10.59 .000 1.07*

110.87 120.33 1.98 8.726 1.781 11.13 .000 0.46*

صغير( 02400215)إذا كان حجم األثر أكبر من أو يساوي*

فهو متوسط( 0225 -0240)إذا كان حجم األثر أكبر من أو يساوي *

فهو كبير ( 1210 -0225)إذا كان حجم األثر أكبر من أو يساوي *

175

Bekele, & Menchaca, 2011

(Edginton & Holbrook, 2010)

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(Stevens & Switzer, 2006)1(Waschull, 2005

1 Waschull, S. (2005). Predicting success in online psychology courses: Self-discipline and

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Summary of the study

The impact of the use of blended learning and e-learning in developing cognitive achievement, problem solving, and motivation to learn, among the tenth grade students of the Hashemite Kingdom of Jordan. The following questions' study identified the study problem:

In light of the above, the problem of the current study tried to answer the main question:

What is the effect of the use of each of the bended learning and e-learning in the development of cognitive achievement and problem-solving skills and motivation towards learning the tenth grade students in the Hashemite Kingdom of Jordan? Branching to the following research questions: 1. What is educational model that can be followed to design each of the bended

learning and e-learning 2. What is the impact of the blended learning program and e-learning program in: A. Developing cognitive achievement of the Biology; Genetics Unit for tenth

grade students in the Hashemite Kingdom of Jordan. B. Developing problem-solving skill Biology; Genetics Unit for tenth grade

students in the Hashemite Kingdom of Jordan. C. Developing motivation toward learning the tenth grade students in the

Hashemite Kingdom of Jordan. The study aimed to realize the following: -

1. Design Interactive electronic software; contribute actively to gain the knowledge of Biology; Genetics Unit; basic concepts and principles in genetics and solving problems.

2. Develop tools that measure both the motivation and problem-solving skills and cognitive achievement.

3. Provide a model for designing educational software serves some of the contents of private Biology and Genetics Unit.

4. Determine the impact of the application of blended learning on achievement, motivation towards learning and problem-solving skills of tenth grade students.

5. Determine the impact of the application of e-learning (Self-learning) via software designed, in motivation towards learning, problem-solving style and cognitive achievement in Biology; Genetics Unit tenth grade students.

Study Methodology: To achieve the objectives of the research, the researcher used the following:

302

- descriptive analytical method for the analytical study of the literature and previous studies relevant variables research to develop tools and scientific material for the theoretical framework and previous studies for this search, and curriculum quasi-experimental to study the effectiveness of the suggested blended learning system and e-learning system in knowledge acquisition, skill to solve problems and motivation towards learning, and by following a design quasi-experimental known as: Extended One Group Pretest-Posttest Design

The population and the study sample:

The population of the research is tenth grade students in the Capital (Amman) in Jordan, the study sample consisted of 47 female students from the tenth grade at a Princess Rahma Hassan basic governmental school from Amman First Directorate, Students were distributed randomly into two groups, a group of e-learning and contained from (23) students, and the blended learning group contained (24) students according to the experimental design., the teaching method using e-learning (computerized program) applied to the first group, and teaching method using the blended learning (computerized education program and face-to-face) applied to the second group. Study Tools: Tools of the current study are the following: 1. Motivation Survey: determines the students' motivation to learn. 2. Solving problems Scale: determines the students' skill in solving problems. 3. Achievement Test: measuring cognitive achievement. The Study variables are: 1. Independent variables: included the method of teaching: two levels

A- Blended Learning. B- E-Learning

2. Dependent variables: Included three variables A- Cognitive achievement. B- Motivation towards learning. C- Problem solving skills.

To realize the study hypotheses the researcher used the means, standard deviations, t test. Study results

The overall results of this study are positive. In e-learning and blended learning, the learning was effective in increasing cognitive achievement, motivation for learning and problem solving skill.

303

1. There were significant differences between the blended learning and e-learning in cognitive achievement at the 10th-grade students in biology (Genetics) in the post application in fever of blended learning group. The first hypothesis was accepted.

2. There were statistically significant differences between the pre application and post application in cognitive achievement of the blended learning group. The second hypothesis was accepted.

3. There are statistically significant differences in knowledge acquisition between pre and post application in the e-learning. The third hypothesis was accepted.

4. There were no statistically significant differences between e-learning and blended learning of post application in problem-solving skill. The fourth hypothesis was rejected.

5. There were statistically significant differences in pre and post application of problem-solving skills in order to blended learning group. The fifth hypothesis was accept.

6. There were statistically significant differences between pre and post application of problem-solving skills in order to e-learning group. The sixth hypothesis was accept.

7. There were no statistically significant differences in the post application of e-learning and blended learning in motivation, the seventh hypothesis was rejected.

8. There were statistically significant differences in blended learning in motivation between the pre and post application. The eighth hypothesis was accepted.

9. There were statistically significant differences for a group of e-learning in motivation between the pre and post application. The ninth hypothesis was accepted.

The study ended by some recommendation; for example Due to the effectiveness of blended learning motheds in development cognitive

achievement, motivation and problem-solving skills, recommend the inclusion of blended learning education of students for science.

Teaching science through higher cognitive levels and problem-solving skills and motivation.

Use of the proposed instructional design model to formulate the educational content in the form of a set of tasks and activities that raise motivation for learning in science, increased the study of information for the development cognitive achievement and problem-solving skills

Provide of infrastructure and the necessary supplies of hardware and software to enable science teachers to adopt new methods to facilitate the process of learning, where the most of the studies show the success of blended learning.

304

Awareness of the importance of the use of blended learning and e-learning for their role in the teaching-learning process.

Organizing courses and seminars specialized in the field of information and communication technology to develop the capacity of science teachers of blended learning and e-learning.

Develop strategies to improve e-content available on the website of the ministryof education and learning, and other electronic resources and the ability to maintain them.

Provide education al technical support / for teachers in using of technology in teaching.

Activating the student-centered learning either blended learning or e-learning to teaching model / models.

Develop programs and study plans to development motivation towards learning among students for their impact on improving academic achievement, especially when you use the blended learning strategies.

305

Institute Of Educational Studies

Instructional Technology Department

The impact of the use of blended learning and e-learning in developing cognitive achievement, problem solving, and

motivation to learn, among the tenth grade students of the Hashemite Kingdom of Jordan.

A PhD Thesis In Education To Achieve The

Degree Of Doctor Of Philosophy In Education In Instructional Technology

Submitted by Jawhara Darwish Abueita

Supervisors by: Pro. Dr. Hassan Hosani Gamee

Professor of Educational

Technology

Faculty of Specific Education

Alexandria University

Prof. Dr. Amal abdel fatah Sweidan Vice Dean of Institute of Educational

Studies For High Studies And Research

Professor of Instructional Technology

Cairo University

1434 H /2013 AD

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