The Effectiveness of Blended Learning with Combined Synchronized and Unsynchronized Settings on Self-Efficacy and Learning Achievement

Autor/inn/en	Budhyani, I. Dewa Ayu Made; Candiasa, Made; Sutajaya, Made; Nitiasih, Putu Kerti
Titel	The Effectiveness of Blended Learning with Combined Synchronized and Unsynchronized Settings on Self-Efficacy and Learning Achievement
Quelle	In: International Journal of Evaluation and Research in Education, 11 (2022) 1, S.321-332 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Blended Learning; Self Efficacy; Multiple Choice Tests; Design; Vocational Schools; Student Attitudes; Teaching Methods; Synchronous Communication; Asynchronous Communication; Learning Processes; Comparative Analysis; Secondary School Students; Clothing; Foreign Countries; Videoconferencing; Instructional Effectiveness; Indonesia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Sekundarschüler; Kleidung; Ausland; Unterrichtserfolg; Indonesien
Abstract	This study analyzed the effect of blended learning with combined synchronized and unsynchronized settings on self-efficacy and achievement of the students in learning basic design. The population was 145 students of vocational schools ("sekolah menengah kejuruan"/SMK) who learned basic design. The schools were selected through multistage random sampling which selected four schools with 115 students. The data for self-efficacy were collected with a questionnaire and those for learning achievement with a multiple-choice test. The data were analyzed using descriptive statistical test and inferential statistical test of multivariate analysis of variance (MANOVA). The study found that blended learning with combined synchronized and unsynchronized settings has a positive effect on the students' self-efficacy and learning achievement in basic design, thus making the learning more joyful and more conducive. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. Tel: +62-274-4534501; Fax: +62-274-564604; e-mail: ijere@iaesjournal.com; Web site: http://ijere.iaescore.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01