Effects of Activity Based Blended Learning Strategy on Prospective of Teachers' Achievement and Motivation

Autor/inn/en	Abdelraheem, Ahmed Yousif; Ahmed, Abdelrahman Mohammed
Titel	Effects of Activity Based Blended Learning Strategy on Prospective of Teachers' Achievement and Motivation
Quelle	In: Journal on School Educational Technology, 11 (2015) 1, S.10-19 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Blended Learning; Teaching Methods; Academic Achievement; Student Motivation; Grade Point Average; Statistical Analysis; Experimental Groups; Control Groups; Pretests Posttests; Achievement Tests; Learning Strategies; Foreign Countries; Correlation; Quasiexperimental Design; Educational Technology; Undergraduate Students; Preservice Teacher Education; Instructional Materials; Oman + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Schulische Motivation; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Korrelation; Unterrichtsmedien; Lehramtsstudiengang; Lehrerausbildung; Lehrmaterial; Lehrmittel
Abstract	The study investigates the effect of Activity based Blended Learning strategy and Conventional Blended Learning strategy on students' achievement and motivation. Two groups namely, experimental and control group from Sultan Qaboos University were selected randomly for the study. To assess students' achievement in the different groups, pre- and post. achievement tests were used. Three ways 2x2x3 ANCOVA and 2x2x3 ANOVA were used to test for significance. The results of the study (N = 52) show that there was a statistically significant difference between the two methods in terms of students' achievement and motivation favoring the activity based blended learning method (n =26). No significant difference was found due to gender or GPA for both achievement and motivation. In addition the results show no interaction effects for the independent variables. The study concluded with some recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01