واقع استخدام التعلم المدمج من وجهة نظر مدرسي ومدرسات مادة الفيزياء في تدريس طلبة المرحلة المتوسطة

Abstract EN

The study aimed to identify the reality of the use of blended learning from thepoint of view of physics teachers in teaching middle school students, and to achievethis, the researcher used the descriptive approach and the blended learning realityscale was applied to a random sample of (250) male and female physics teachers inthe middle school.

Al-Khalidiyah District, Anbar Governorate, and the T-test was usedto identify the degree of differences that are attributed to the gender variable.

Thestudy reached the following results: The degree of the reality of the blended learning for male and female middle school teachers came to a medium degree in generalwith an arithmetic average (2.21) as The degree of blended learning obstacles cameto a high degree and with an arithmetic average of (2, 37) and the results indicate thatthere are no statistically significant differences (0.05) between the average responsesof male and female teachers towards the reality and obstacles of blended learning dueto the difference in gender and in light of the study findings and recommendationsThe researcher emphasized the importance of using learning technology in teachingas a necessity for the state of society after the Corona pandemic, as well as educatingparents about the importance of blended learning and its impact on the learning andteaching process and achieving outcomes Positive using it and encouraging and urging male and female teachers in building computerized educational programs basedon blended learning.