أثر استخدام استراتيجية التعلم المدمج على التحصيل لدى طلبة الكلية الجامعية في جامعة أم القرى

الملخص EN

The objective of this study is to discover the effect of using strategic Blended Learning approach on Students of Umm Al-Qura University through answering the following questions :Is there a difference in the statistical level of the token (50.0 a) for the leering of students of Umm Al-Qura university related to the method of teaching (conventional, blended), or to field of specialization (scientific, literary), Or to the interaction between the method of teaching and the field of specialization in the students learning outcome.

The sample of the study consists of all 146 students from Umm Al-Qura University who registered to the Educational Technology course in the first semester for the year 1431 / 1432.

These were divided into twelve sections.

The sample of the study was 4 groups; 80 students were used as the criterion for measurement.

These groups took the course with the conventional method of teaching and 40 student as the experiment sample who took the educational subject through receiving the blended method in learning and using educational programming.

The Researcher has chosen the sample from the same students he was teaching for the experimental purposes.

The researcher also depended on the blended method for research; an exam was made at the beginning of statistical experiment of data (T test), for both groups to equality.

The researcher depended in the analysis of the results on later examination method by excluding medial calculus and deviant criterion for responses of the sample and after that analyses the double dissimilarity 2 X 2 for the results.

The results show the following : There are differences in statistical token (50.0 a) in the students output in Umm Al-Qura University for the sake of strategic blended learning approach.

There are no differences in statistical token (50.0 £X) in students output in Umm Al-Qura university related to students’ field of specialization.

There are no differences in statistical token (50.0 a) in students’ output related to the course of Educational Technology that has relation to the interaction between the method of teaching and students’ field of specialization.

On the light of these results, the researcher emphasized the importance of using blended learning for teaching the course Educational Technology and other courses.

He also added that there should be more studies on the effect of using blended leering on the output of students in other different subjects, and using other variants.

Also, it is important to make sessions for the teaching staff to practice using blended learning for its advantage in improving students output, and for stimulating them to do better in their courses.

Moreover, the researcher recommends more studies that intend to discover the obstacles that appear when using the blended learning approach for teaching courses from the students’ and staff members’ perspective and their reaction towards these obstacles.