Students In Experimental Group Research Articles

Tech-Enhanced Learning

The current study uses the lens of Robert Gagne’s nine events of instruction and the flipped classroom approach to construct a proposed educational module to teach the instructional technology course for preservice teachers at Al Ain University in UAE. The content was broken down into small parts and presented to students through videos and interactive learning exercises. A quasi-experiment was conducted to study the designed module’s effectiveness. The sample involved two groups of 50 female postgraduates from different fields of specialization. The experimental group students were taught through the implementation of the flipped microlearning module, while the control group was taught the same way, except that the educational content was conveyed without chunking. The researcher collected data by administering an achievement test and using the UTAUT questionnaire to determine student acceptance of the module. The result of the ANCOVA test revealed the existence of a substantial difference between the two groups, as f reached 4.427 in favor of the experimental group, with a significance level of 0.038. The questionnaire findings indicated high student acceptance of the module. The findings are of great importance for educational policy and curriculum designers and highlight the advantages of this module in enhancing student performance in different specialist fields.

Развитие духовно-нравственных ценностей старшеклассников на уроках английского языка

The article describes an experimental study aimed at developing the spiritual and moral values of high school students in English lessons. It was assumed that the use of debatable teaching methods would contribute to the development of spiritual and moral values of high school students in English lessons. The study included 3 stages: the primary diagnosis of the spiritual and moral sphere of the personality of students of experimental and control groups – M. Rokich's methodology "Diagnosis of value orientations", diagnosis of moral education by M. I. Shilova, methods of studying patriotic education by I.D. Lushnikov, methods "Study of self-esteem of personality" by S. A. Budassi; development, testing and implementation in the educational process in an experimental group of discussion methods of teaching; conducting a control diagnosis of the spiritual and moral sphere of students and analyzing the effectiveness of the proposed exercises. The analysis of the research results showed that the use of debatable teaching methods has a positive impact on the development of spiritual and moral values of high school students in English lessons. Proven and implemented discussion methods in the educational process are important for understanding the development of spiritual and moral values of high school students and can be useful for educational practices.

Analysis of the Mental Workload Generated by Learning Experiences Through Augmented Reality and Virtual Reality in Students of Regular Basic Education

Objetive: To analyze the mental workload produced by immersive learning experiences through augmented reality (AR) and virtual reality (VR). Theoretical framework: This section presents the main concepts and theories that support the research. The theory of cognitive mental workload includes dimensions such as Frustration, Performance, Effort, Physical, Mental, and Temporal Demand, providing a solid foundation for understanding the research context. Method: The methodology used for the research follows a qualitative quasi-experimental approach. The selected population consisted of 100 students, from which 2 groups of 50 members each were randomly selected using simple random sampling, experimental and control groups. Seven learning sessions were developed in the Social Sciences area. The experimental group experienced learning activities involving AR and VR, while the control group underwent traditional sessions. The experimental group students faced tasks related to navigation, movement, manual interaction, information processing, search, storage, and decision-making. The standardized NASA-TLX (Task Load Index) instrument, comprising 6 dimensions: Frustration, Performance, Effort, Physical, Mental, and Temporal Demand, was used for analysis. Results and conclusion: The results show that experimentation with AR presents a moderate mental workload, while experimentation with VR presents a significant mental workload, compared to students who did not participate in AR and VR experiences, who did not present mental workload in the development of their activities. Research implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of mental workload. These implications may encompass frustration, performance, effort, physical, mental, and temporal demand. Originality/Value: This study contributes to the literature by showing how mental workload directly influences academic performance and learning effectiveness, as excessive levels of workload can negatively affect attention and information retention.

“The improvement of Iraqi Non-specialist learners' writing motivation and performance through the blogging technique: A Case Study”

The current study probed the impact of the blogging technique on Iraqi non-specialist students' writing motivation and competence to provide further insight into the value of weblogs in learning contexts. Convenience sampling was used to choose 50 Iraqi non-specialist students from two intact university courses to participate in the study. Next, 25 students were assigned to the experimental group, while 25 students were assigned to the control group at random. In the procedure of instructing writing skills, the experimental group's students used blogs to publish their homework, while the control group was given conventional instruction without utilizing blogs or any additional technology. Data were collected using a pretest along with a posttest that consisted of the L2 writing motivation measure and the IELTS tests for writing. The results shown that while the two groups’ writing skills and motivation increased, the blog group's students outperformed the control group, indicating the use of the blogging procedure in instructing significantly improved the writing skills and motivation of non-specialist students. Such results can have important ramifications for teachers who teach non-specialist students.

فاعلية برنامج إثرائي في تعزيز الوعي الأمني لدى طلبة الصف العاشر الأساسي في سلطنة عمان

هدفت الدراسة إلى الكشف عن فاعلية برنامج إثرائي مقترح في ضوء أبعاد الأمن المجتمعي في تعزيز الوعي الأمني لدى طلبة الصف العاشر الأساسي في سلطنة عمان واتجاهاتهم نحوه، وقد استخدم الباحثون المنهج شبه التجريبي، وصمموا البرنامجَ الإثرائي، إضافة إلى مقياس للوعي الأمني، ومقياسًا لاتجاهات الطلبة، وبعد التأكد من صدق أدوات الدراسة وثباتها، طُبقت الأدوات على عينة الدراسة في المجموعتين الضابطة والتجريبية، وبعد ذلك أُجريت المعالجات الإحصائية لاستجابات الطلبة على المقياسَين، وأظهرت النتائج وجود فروق ذات دلالة إحصائية في التطبيق البعدي لمقياس الوعي الأمني، لصالح المجموعة التجريبية، وكذلك وجود فروق ذات دلالة إحصائية بين التطبيقين القبلي والبعدي للمجموعة التجريبية لصالح التطبيق البعدي، مما يعني فاعلية البرنامج الإثرائي في تعزيز الوعي الأمني لدى طلبة المجموعة التجريبية، كما أظهرت النتائج ارتفاع اتجاهات طلبة المجموعة التجريبية نحو البرنامج الإثرائي؛ إذ بلغ المتوسط الحسابي لاستجاباتهم على المقياس (4.48)، وفي ضوء ذلك أوصت الدراسة بالاستفادة مما تضمنه البرنامج الإثرائي في تطوير مناهج التربية الإسلامية، وتعزيزها بأبعاد الأمن المجتمعي، والاستفادة من البرنامج المقترح في تعزيز الوعي الأمني لدى طلبة الصف العاشر.

Assessing the effectiveness and student perceptions of synchronous online flipped learning supported by a metaverse-based platform in medical English education: A mixed-methods study

Understanding the potential transformation brought about by integrating the flipped classroom methodology with rich and dynamic learning platforms like the Metaverse, in terms of usability, students’ academic performance, and intrinsic motivation, holds critical importance for adopting innovative strategies in the field of education. This study describes an attempt to integrate flipped learning method into a medical English course by using an active learning strategy supported by a Metaverse-based environment. Therefore, the present study aims to compare the synchronous online flipped medical English classroom supported by a Metaverse-based platform and the conventional medical English classroom supported by the synchronous distance education and to examine the effectiveness of Metaverse-powered synchronous online flipped learning on medical students’ academic achievement. For this purpose, a mixed method was used to conduct the study. A quasi-experimental design was adopted for the quantitative dimension of the research. The students in the experimental group engaged in the activities with the help of the Spatial AR environment, a Metaverse platform enhanced with three-dimensional (3D) objects and allowing peer interaction, In the qualitative aspect of the study, the data were collected through a focus group interview, in which a semi-structured interview form was used. The participants of the study consisted of 100 first-year medical students at a state university in Türkiye. The results revealed that the experimental group students outperformed the control group students regarding academic achievement. In addition, the mean score of male students was higher than that of female students in the experimental group. As a result of the qualitative data analysis, eight themes emerged from the created codes. Students stated that learning medical English through the flipped classroom supported by Metaverse-based technology was enjoyable and that it increased their interest. Regarding learning outcomes, the most prominent benefits were permanent learning, comprehending the subject easily, deep learning, and embodying abstract concepts. Concerning language skills, students expressed that synchronous online flipped learning assisted by Metaverse-based technology helped develop their reading and listening skills as well as to learn new vocabulary. On the other hand, some students reported negative thoughts about the Metaverse platform due to technical problems and about flipped classroom activities because they found some of them time-consuming. The present study suggested that synchronous online flipped medical teaching model assisted by the Metaverse could positively affect the academic achievement of students. However, it is recommended to investigate the most effective practices that will meet the needs of students in different contexts.

Effects of Gamification on Motivations of Elementary School Students: An Action Research Field Experiment

Background Gamification research and practice have gained popularity, but there is a lack of experimental and field evidence regarding the effectiveness of specific design elements and their use contexts especially in developing countries. Aim This research aimed to measure the effect of gamifying digital learning environments and compare the effects of badges and leaderboards on the development of cognitive and achievement motivation of elementary school students. Method A gamified environment focused on the circulatory system and employing interactive storytelling was developed. It was tested through an in-field experiment at an elementary school in Egypt. The research sample was of 30 students in the 5th grade, divided into two equal experimental groups (badges - leaderboard). Results The results indicated an increase in cognitive and achievement motivation among students in both experimental groups. However, there were no significant differences in the effects of badges and leaderboards on the cognitive and achievement motivations of the participants in the two experimental groups. Conclusions These findings suggest that the effects of gamification are more likely due to the holistic design and novelty, rather than the specific use of a specific game element.

EFFECTS OF IDEA-GENERATION STRATEGIES ON VIETNAMESE EFL STUDENTS’ EXPOSITORY WRITING QUALITY AND SELF-EFFICACY

This quasi-experimental study was conducted to investigate the effects of idea-generation strategies, group discussion, and freewriting on Vietnamese EFL students’ expository writing quality. Changes in these students’ writing self-efficacy after they used the two strategies were also explored. Forty-seven EFL sophomore students of Tra Vinh University were chosen to be the participants of this study. The students were divided into two groups: experimental group 1 and experimental group 2. In the pre-writing stage, while students in experimental group 1 shared their ideas in a group discussion, students in experimental group 2 generated their ideas through freewriting. Data were collected through two writing tests including a pretest and a post-test, and a self-efficacy questionnaire delivered before and after the six-week intervention. Analysis of the test results exhibited that both group discussion and freewriting enhanced the quality of students’ texts in terms of content and organization, with group discussion resulting in better content than freewriting. Specifically, both strategies helped students’ writing self-efficacy with respect to writing ideation, writing conventions, and writing self-regulation change positively. Finally, some recommendations for future researchers are also mentioned.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0778/a.php" alt="Hit counter" /></p>

Използване на контекст в обучението по химия за ангажираност на учениците от IX клас по тема едновалентни алкохоли

The study of alcohols is an important topic in the chemistry curriculum. At the same time alcohol abuse has a significant negative effect on the human health and is a social problem. This article presents a practice to involve the context in learning the topic “Monohydric alcohols” in 9th grade by illustrating the meaning and appropriate use of alcohols trough examples of everyday life, promoting active learning and problem solving. To evaluate students’ engagement in the Context-Based Learning, pedagogical observation and analysis of task solutions was conducted. The ninth graders of 91. German Language High School participated in this research divided into a control (n=25) and experimental (n=25) group. The results show more clearly expressed indicators of a cognitive, behavioral, and affective engagement by the students of experimental group. When solving problem-based tasks in а context, the same students demonstrate skills for working with information, assessing benefits and risks of alcohols use, and solving a real problem to a greater extent.

THE EFFECTIVENESS OF USING MICROSOFT MATH SOLVER SOFTWARE IN ACQUIRING ALGEBRA CONCEPTS AMONG NINTH GRADE STUDENTS

This study aimed to reveal the effectiveness of Microsoft Math Solver software in acquiring algebra concepts for ninth grade students. The study sample consisted of (56) ninth grade students in Al Dakhiliyah Governorate. The researcher followed the quasi-experimental approach and the study sample was chosen in a purposive manner. The sample was distributed into two experimental groups consisting of (27) students, which were taught using Microsoft Math Solver software, and a control group consisting of (29) students, which were taught using the usual method. The results of the study were as follows: • There are statistically significant differences at the level of significance (α=0.05) between the average scores of the experimental group students and the scores of the control group students in the post-application test for acquiring algebra concepts, in favor of the average scores of the experimental group. In light of these results, the researcher recommended the necessity of employing and using Microsoft Math Solver software in algebra topics, because the study showed a positive impact on students’ acquisition of algebra concepts in the “Analysis and Solving Algebraic Equations” unit

Development of students' self-learning and self-assessment skills using checklists in biology classes

Relevance. The research relevance is predetermined by the need to form a students' mobile personality, capable of quickly adapting to changing conditions in the modern educational process. Despite this, the scientific literature devotes insufficient attention to the development of independence in the study of most school subjects, including biology. All this motivates researchers to search for new approaches to teaching academic disciplines. Purpose. The research goal is to evaluate the suitability and effectiveness of checklists usage in forming independence skills in biology lessons. Methodology. Methods of descriptive statistics and one-factor dispersive analysis were used for the statistical analysis of the data. Results. During the formative experiment, it was determined that the best results of self-learning were noted in the first experimental group of students where not only checklists were used in the educational process, but also success criteria were drawn up for the topics from the "Basics of Cytology" topic of a school course. These results especially differed for the better in comparison to the control group. Using a single-factor analysis of variance, it was determined that the differences in the level of academic knowledge between the three experimental groups of students and one control group were statistically reliable at a high level of significance. Conclusions. In general, the experiment showed the suitability and pedagogical effectiveness of checklists for the development of self-learning skills and self-assessment in the process of studying biology. The practical value of the research lies in the fact that checklists and success criteria have been tested in the conditions of a modern school and were proposed to improve the quality of teaching biology at school. Keywords: learning strategies; biology course; learning skills; pedagogical technologies; improving the quality of teaching

Enhancing learning motivation and academic achievement in nursing students through metaverse-based learning: A randomized controlled study.

Generation Z students do not get much benefit from traditional distance education methods. Instead, they need new platforms and methods that will motivate them and increase their success. A randomized controlled study was performed on 42 students. The experimental group students were presented with metaverse, and the control group students were taught the distance education course. In this study, in the students' Instructional Materials Motivation Survey, the mean scores of both the experimental and control groups exhibited no significant difference before the intervention. Regarding the effect of metaverse-based learning on students' Instructional Materials Motivation Survey, the mean score of the control group was 82.55 ± 13.18, and the mean score of the experimental group was 96.52 ± 9.54 and there was a significant difference between groups after the intervention. When the academic achievement levels of the groups were examined, it was determined that the experimental group scored 76.57 ± 13.33 and the control group received 64.40 ± 16.42 points. It was determined there was a significant difference between the groups in terms of learning motivation and academic achievement. The study results show that the participants accepted the important role of metaverse as an effective learning method compared to traditional distance education methods. It is recommended to expand the use of metaverse in various fields of nursing education.

Artificial intelligence in education: Effects of using integrative automated writing evaluation programs on honing academic writing instruction

Automated writing evaluation (AWE), which is the result of educational artificial intelligence technology, is a process of scoring and evaluating learners’ written texts automatically. The current study examined the effects of using integrative AWE programs on honing academic writing instruction. It also assessed students’ perceptions towards using these programs. A quasi-experimental pretest-posttest two-group design was used. Test, questionnaire, focus group discussion, and teacher diary were used to collect data from 92 randomly selected participants. The experimental group students learned writing skills with Writerly and Google Docs in integration, but the control group students learned through the conventional paper and pencil feedback system. When the quantitative data were analyzed through independent samples T-test and descriptive statistics, the qualitative data were analyzed thematically. The findings revealed that using the integrated AWE programs honed academic writing instruction because there was a statistical difference between the experimental and control groups in their academic writing performance. Hence, students who learned using the integrated AWE programs honed their academic writing performance because they were able to produce essays that addressed task achievement, coherence and cohesion, lexical resource, grammatical range and accuracy. However, students who learned through the conventional method were less effective in producing quality essays. Besides, the findings also discovered that the experimental group students had positive perceptions towards using the aforementioned AWE programs because they found the programs interesting, effective, goal-oriented, and supportive. Consequently, this study recommends researchers, curriculum designers, instructional material designers, teachers, and students pay due attention to integrated AWE programs.

Effect of Art Integrated Learning on Knowledge Retention Ability of Students at Upper Primary Level

The presented research study is related to the study of the effect of art-integrated learning strategies on the knowledge retention ability of students. The main objective was to examine the effect of art-integrated learning strategies on the knowledge retention ability of students. The researcher used an experimental research method to achieve the objectives. The researcher selected RS Public School, Sikandra, Agra governed by CBSE Board, India by Convenience sampling method, and the Random sampling method was used for the selection of class 7, 2 groups (Experimental and Control group). The number of students in both groups (experimental and control group) was equal 35-35. After conducting a pre-test using the Self-constructed Knowledge Retention Inventory to evaluate the knowledge retention ability of students in both experimental and control groups, the researcher taught social science using 20 lesson plans based on Art Integrated learning strategies to the experimental group. Meanwhile, in the control group, the same subject matter was taught by using conventional teaching methods. Afterward, a post-test of the knowledge retention ability of students was conducted by the researcher. In the context of students' knowledge retention ability, statistical analysis was performed on the obtained pre-test and post-test scores. Using the pre-test and post-test scores obtained in the context of students' knowledge retention ability, statistical tests such as mean, standard deviation, and critical ratio were used to examine the significance of Art Integrated learning strategies. Based on the results of the present research study, it was found that the use of Art Integrated learning strategies in teaching has a significant impact on students' knowledge retention ability. Therefore, the hypothesis made in the context of ‘There is no significant effect of Art Integrated Learning Strategies on the Knowledge Retention Ability of students at upper primary level in experimental after treatment.’ has been rejected. Based on the results of this research, it can be said that teachers should use Art Integrated learning strategies in their teaching-learning activities, so that students' knowledge retention ability can be raised to a higher level regarding social sciences, and they can also express their proficiencies in the context of various aspects of education.

The effect of AI-powered chatbots in social studies education

AbstractThe aim of this research is to investigate the educational potential of AI-powered chatbots in Social Studies learning-teaching processes. The study was conducted using embedded design, evaluated within the framework of mixed methods research. The study group consists of 78 6th-grade students studying in three different classes, along with one teacher who implemented the practices and guided the process. During the experimental phase of the study, lessons in the experimental group were taught by the practitioner teacher using an AI-powered chatbot named “SosyalciBot”. Meanwhile, lessons in two control groups were taught following the constructivist approach. At the end of the process, it was determined that the experimental group students’ post-test and permanency test scores were significantly higher than the control group students’ scores in both post-test and permanency test. In the semi-structured interviews, both students and the practitioner teacher provided positive evaluations of the pedagogical and design features of the chatbot, indicating that these features positively impacted the learning-teaching process. They also identified some shortcomings while offering suggestions for improvement. Based on the study findings, it is evident that chatbots have a high potential to contribute to Social Studies education. However, to fully harness this potential and achieve optimal effectiveness, further advancements and refinements in chatbot technology are required. At this point, it is recommended to conduct theoretical or applied studies focusing on developing chatbots with high communication capacity and explore innovative and constructive ideas regarding the integration of chatbots into educational environments.

The Effect of Inquiry-Based Learning on Students’ Critical Thinking Ability and Activeness in Reaction Rate Material

Studying chemistry is more than just gaining knowledge; it is also about exploring new ideas and finding new ways to understand what we already know. However, most students participate less when studying chemistry. They tend to memorize the concept and think less critically to understand and obtain solutions to a problem. Reaction rate is material closely related to practicum, which requires students to think more critically and participate actively in obtaining information. This research aims to determine the effect of inquiry-based learning on students’ critical thinking skills and activeness in reaction rate material. The type of this research is Quasi Experiment. The research design used was a Pretest-Posttest, Non-Equivalent Control Group Design. The population of this research was class XI MIPA students. The sampling technique used was the cluster random sampling technique. Researchers used test instruments and observations as data collection techniques. The research results from the Mann-Whitney U test show that the significance value or Sig (2-tailed) is (0.001). If compared, the value will be smaller than alpha 0.05 (0.001 < 0.05); this shows that the hypothesis is accepted, and it can be concluded that there is a difference in critical thinking between the experimental group and the control group. The results of descriptive statistical tests on the observation sheet show that the average activity of experimental group students is higher than that of the control group in each indicator. Thus, the inquiry-based learning model influences students' critical thinking skills and activeness in reaction rate material.

The Effect of Paddressing and Scanning Training on the Skills of PMR Students in MAN 1 Pohuwato

Emergency conditions can occur anywhere and anytime. However, it does not rule out the possibility of emergency conditions occurring in areas that are not covered by health workers. The purpose of this study was to determine the effect of dressing and scanning training on the skills of PMR MAN 1 Pohuwato students. This research method is quantitative research that uses the Two Group Pretest Posttest design. The population in this study was 22 students and the sample was 22 students. From the results of statistical tests on the application of dressing and scanning in the Experimental group of students, a p-value value of 0.003 was obtained, and the control group had a p-value of 1,000. Dressing and scanning training has an influence on students' skills which can be seen from the improvement of students' skills before and after being given dressing and scanning training in the experimental group, while for the control group, there is no change in skills, so it can be concluded that there is an influence of dressing and scanning training on students' skills. Suggestions for schools to conduct splint wrap training to improve students' skills.

The Effects of Form-Focused Communicative Grammar Instruction on Students’ Pronunciation and Grammar in Speaking

Integrating form-focused instruction (FFI) in the communicative language class is the most recently used language teaching and learning approach today. To draw learners’ attention to grammatical form, FFI implements different types of corrective feedback and implicit and explicit grammar teaching techniques. This study investigated the effects of FFI combined to communicative grammar instruction on students’ pronunciation and grammar in speaking. The main objective of this study was to probe whether the form-focused instruction integrated with communicative grammar activities was effective in terms of students’ performance of pronunciation and grammar in speaking. The study employed a quasi-experimental study design with a mixed method approach. It also employed pre and post-tests, questionnaire, and interview in order to gather data. The data collected by the tests and questionnaire were analyzed quantitatively using independent and paired sample t-test where as the interview data was analyzed thematically. The results of the study revealed that the experimental group of students who had been taught spoken English having form-focused communicative grammar instruction showed the enhancement on pronunciation and grammar in speaking in their post-test scores. This directed to the conclusion that the form-focused communicative grammar instruction assisted the students advance their pronunciation and grammar in speaking. Thus, it is recommended that high school EFL teachers should implement communicative grammar activities integrated to form-focused instruction while teaching speaking skills.

PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII DI SMP NEGERI 2 BANGKINANG KOTA

This research is motivated by the less than optimal mathematics learning process caused by mathematics learning that is fixated on the teacher. This study aims to determine the effect of the Realistic Mathematics Education learning approach on mathematics learning outcomes for class VII SMP Negeri 2 Bangkinang City. This research is an experimental research with a pretest posttest control group design model. The research subjects were seventh grade students of SMP Negeri 2 Bangkinang City. The sampling technique in this study was random sampling, consisting of 29 experimental group students and 29 control group students. The method of data collection is done by test. Data analysis used parametric statistics with t-test (independent sample t-test) with SPSS for windows version 25.0. The results showed that the Realistic Mathematics Education learning approach had a positive effect on improving mathematics learning outcomes. This is evidenced by the results of the independent sample t-test analysis with a significance value of 0.000 <0.05. Based on the analysis and discussion, there are differences in the final average increase in mathematics learning outcomes, namely the experimental group of 83.45 and the control group of 72.24. The results of the study can be concluded that the use of realistic mathematics education learning approach has a positive effect on improving mathematics learning outcomes.

The Effect of Using Blended Learning on Achievement among the Students of Child Computerized Programs Courses in the Faculty of Educational Sciences at The University of Jordan

This study aimed to investigate the effect of using blended learning on achievement among the students of child computerized programs courses in the faculty of educational sciences at the University of Jordan. The study followed the quasi-experimental approach. Twenty seven students were intentionally chosen from the students of child computerized programs courses in the school of educational sciences at the University of Jordan to form the members of the study during the first semester of the academic year 2020/2021.The students were divided randomly into two control and experimental groups: the control group studied using the usual method and the number of its members was (13) students. The experimental group studied using blended learning and its number was (14) students.
 To achieve the objectives of the study, an achievement test consisting of (16) items was applied, indications of validity and reliability were extracted. In order to answer the research question, means, standard deviations, the accompanying variance analysis, and t-test for two independent samples were conducted. The results of the study show that there were statistically significant differences between the arithmatic means of the performance of the experimental group students and the arithmatic means of the performance of the control group students in the post-achievement test due to the teaching method and in favor of the experimental group students. In light of the findings, the researchers recommend using a blended learning as a teaching method for undergraduate students in faculty of educational sciences at the University of Jordan.