أثر توظيف برمجية قائمة على التعلم المدمج في التحصيل الفوري و المؤجل لطلبة الصف العاشر الأساسي في مادة اللغة الإنجليزية

Abstract EN

This study aims to identify the impact of implementation of instructional aid based on the blended learning on immediate and postponed achievement of the tenth primary grade students in English language textbooks.

The sample of the study consists of (91) female and male students.

In order to achieve the purpose of the study, a multiple-choice test was developed to assess the impact of immediate and postponed achievement.

The results of the study showed that there is statistically significant differences in immediate and postponed achievement of the tenth primary grade students in English language textbooks regarding to gender variable in favor of male students.

While the results of the study revealed that there are no statistically significant differences in immediate and postponed achievement of the tenth primary grade students in English language textbooks due to gender, and the interaction between teaching method and gender variables.

In light of these results, the study recommended the necessity of integrating blended learning in teaching English language in public schools