Abstract
<p>This study investigated the effect of Blackboard-based instruction on pre-service teachers' achievement in the teaching methods course at The Faculty of Education for Girls, in Bisha, KSA. Forty seventh-level English Department students were randomly assigned into either the experimental group (N=20) or the control group (N=20). While studying their teaching methods course, the experimental group received instruction via Blackboard Collaborate, whereas the control group received traditional instruction. The two groups were pre-post tested using a teaching methods test prepared by the researcher. Two hypotheses were formulated and tested. Results obtained from Wilcoxon Signed Ranks Test and Mann-Whitney Test revealed that Blackboard-based instruction was effective in enhancing the achievement of the experimental group. In addition, compared to traditional instruction, Blackboard-based instruction was more effective in improving the participants' achievement as it provided them with multiple opportunities to explore alternative means to interact with teachers, peers, course material and activities.</p>
Highlights
Over the last few years, language teaching has been changing as a result recent advances in science and technology
Compared to traditional instruction, Blackboard-based instruction was more effective in improving the participants' achievement as it provided them with multiple opportunities to explore alternative means to interact with teachers, peers, course material and activities
To make sure that there were no significant differences between the experimental group and the control group at the beginning of the experiment, Mann-Whitney Test was used
Summary
Over the last few years, language teaching has been changing as a result recent advances in science and technology. It encourages learners to get involved in online learning environment such as virtual classrooms, discussion forums, writing assignments, and getting feedback from teachers and peers (Mohsen & Shafeeq, 2014). This means that Blackboard-based instruction, if rooted in sound principles of pedagogical design, can lend itself to learner-centered, constructivist learning (Shih et al, 2007; Maslamani, 2013; Fageeh & Mekheimer, 2013)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
