The Effect of Blended Learning on the Achievement of HDE Students in the Methods of Teaching Arabic Language Course and Their Attitudes towards Its Use at Ajman University: A Case Study

Autor/inn/en	Al-Qatawneh, Sami; Eltahir, Mohd. Elmagzoub; Alsalhi, Najeh Rajeh
Titel	The Effect of Blended Learning on the Achievement of HDE Students in the Methods of Teaching Arabic Language Course and Their Attitudes towards Its Use at Ajman University: A Case Study
Quelle	In: Education and Information Technologies, 25 (2020) 3, S.2101-2127 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alsalhi, Najeh Rajeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10046-w
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Higher Education; Blended Learning; College Students; Teaching Methods; Semitic Languages; Instructional Effectiveness; Grades (Scholastic); Computer Literacy; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Arabisch; Hebräisch; Unterrichtserfolg; Notenspiegel; Computerkenntnisse; Vereinigte Arabische Emirate
Abstract	The UAE Ministry of Education strives to use modern technological and educational methods to teach students in higher education institutions and to assure high-quality education. This study aims to investigate the effects of the use of blended learning on the achievements of students in a higher diploma in education (HDE) course at Ajman University. It compares the results of different ways of teaching the 'Methods of Teaching the Arabic Language course', and students' attitudes towards their use. The study was conducted using a quasi-experimental design case study. The participants of the study were 94 students, divided into two groups of equal sizes (n = 47): one an experimental group and the other a control group. An achievement test and questionnaire were designed to confirm the study's validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group teaching method and students of this experimental group have attitudes have positive towards the using of blended learning. Their attitudes were in favor of the students with academic evaluation (GPA 3.5-4), Computer skills (Students with excellent computer skills) and finally, there was no statistical significance according to teaching experience. The study recommends further research into using blended learning in higher education institutions. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01