Abstract
The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.
Highlights
Education acts as a key role in the process of progress of nations and people so all nations in the world seek to attempt to develop their education
The variance among the mean of students' scores in the empirical group that used the blended learning in their understanding topics of the chemistry (CHE101) course and the students of the control group that has not been used blended learning was calculated
The results achieved in connection to the first research question about whether there is a significant difference in the post-test mean score between the control group and the empiric group of students’ in their academic achievement of the chemistry CHE101) course topics that they have learned
Summary
Education acts as a key role in the process of progress of nations and people so all nations in the world seek to attempt to develop their education. To achieve the goals of constructivism theory, a set of constructivist learning strategies have emerged that link technology to learning in accordance with structural philosophy and call for cooperative, collaborative learning and social interaction through which learners build their own knowledge (Yılmaz & Orhan, 2010) This is why the philosophy of blended learning emerged, which is an extension of classroom instruction over the Internet, provides educational institutions, such as universities and schools, with modern teaching methods and approaches to addressing the challenges they face and interesting new learning methods (Maccoun, 2016). The Pearson correlation coefficient among the two processes was determined, the overall reliability coefficient (0.853) deems acceptable for the study objective.
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