تعزيز تحصيل الطلاب في العلوم الأساسية باستخدام استراتيجية التعلم المدمج

المؤلفون

  • ستيفن تشينيدو جامعة نمادي أزيكوي، أوكا، ولاية أنامبرا، نيجيريا Author
  • ثيوفيلوس صنداي جامعة نيجيريا، نسوكا، ولاية إينوجو Author
  • ديستني أونيبوتشي جامعة نمادي أزيكوي، أوكا Author
  • أنتوني تشيكوادو جامعة نيجيريا، نسوكا، ولاية إينوجو Author

DOI:

https://doi.org/10.59675/S224

الكلمات المفتاحية:

استراتيجية التعلم المدمج، التحصيل الدراسي، الجنس، العلوم الأساسية

الملخص

استهدفت هذه الدراسة استكشاف تأثير التعلم المدمج على أداء طلاب العلوم الأساسية. بالإضافة إلى ذلك، تحددت الدراسة كيفية تأثير الجنس على نتائج تعلم الطلاب عند استخدام استراتيجية التعلم المدمج. أُجريت الدراسة في منطقة التعليم أجاتا بولاية أنامبرا. وشملت العينة الأصلية 2,950 طالبًا في الصف الثامن من المدارس الثانوية العامة في المنطقة.

تم اختيار عينة مكونة من 97 طالبًا (39 ذكرًا و58 أنثى) للدراسة. واختيرت منطقتان حكوميتان محليتان (LGAs) من بين الثلاثة باستخدام تقنية العينة العشوائية البسيطة. كما تم اختيار مدرسة مختلطة واحدة من المنطقتين المختارتين وتم تقسيمها إلى مجموعتي التجربة والتحكم باستخدام تقنية العينة الهادفة.

كانت أداة جمع البيانات اختبار تحصيل العلوم الأساسية (BSAT)، وقد وُجد أن مؤشر موثوقيته يبلغ 0.81 باستخدام Kuder-Richardson 20 (K-R20). استخدم الباحثون المتوسط الحسابي والانحراف المعياري للإجابة على أسئلة الدراسة، وتحليل التباين المشترك (ANCOVA) لاختبار الفرضيات عند مستوى دلالة 0.05.

أظهرت نتائج الدراسة أن تحصيل الطلاب في العلوم الأساسية يتحسن بشكل ملحوظ عند استخدام استراتيجية التعلم المدمج مقارنةً بالأسلوب التقليدي القائم على المحاضرات. علاوة على ذلك، لم يُلاحظ أي فرق ذو دلالة إحصائية في متوسط درجات التحصيل بين الطلاب الذكور والإناث عند تدريس العلوم الأساسية باستخدام التعلم المدمج.

قدّم الباحثون عدة توصيات، منها:

  • يجب تدريس العلوم الأساسية وغيرها من المواد باستخدام استراتيجية التعلم المدمج.

  • ينبغي توفير تدريب أساسي في تكنولوجيا المعلومات والاتصالات للمعلمين قبل الخدمة وأثناء الخدمة من خلال المؤتمرات والندوات.

المراجع

Abidoye J. A. (2015). The effect of blended learning instructional approach on secondary school students’ academic achievement in geography in Akure, Ondo State, Nigeria. Research Journal of Educational Studies and Review, 1(5), 106-110. http://pearlresearchjournals.org/journals/rjesr/index.html

Afolabi, O. A. & Afolabi, M. O. (2016). Blended learning in Nigeria: A review of the challenges and prospects. International Journal of Education and Development using Information and Communication Technology, 12(2), 127-141.

Agbidye, N. (2015). Challenges and prospects in the teaching of basic science at the upper basic level in Nigeria. Journal of Qualitative Education, 11(1), 17-19.

Ajai, J. T., & Imoko, B. I. (2015). Gender differences in mathematics achievement and retention scores: A case of problem-based learning method. International Journal of Research in Education and Science, 1(1), 45–50. DOI: https://doi.org/10.21890/ijres.76785

Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use. Heliyon, 5(9), e02424. https://doi.org/10.1016/j.heliyon.2019.e02424 DOI: https://doi.org/10.1016/j.heliyon.2019.e02424

Annie, W. (2021). Achievement and ability tests - definition of the domain. Educational Measurement, 2 (1), 2–5.

Boe, T. (2018). E-learning technology and higher education: The impact of organizational trust. Tertiary Education and Management,24(4), 362– 376.

Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. https://doi.org/10.1016/j.edurev.2017.06.001 DOI: https://doi.org/10.1016/j.edurev.2017.06.001

Çiftçi, B. (2020). The effect of blended learning on academic achievement and attitudes at social studies courses. Open Journal for Educational Research, 4(2), 143-150. DOI: https://doi.org/10.32591/coas.ojer.0402.05143c

Diovu, C. I Ogbonna, C. C. & Eze, S. I. (2021). The effect of blended learning on senior secondary school students’ achievement in mathematics in private secondary schools in Nsukka Local Government Area. IDOSR Journal of Experimental Sciences, 6(1) 15-24.

Eze, C. U., Egbo, J. J. & Omeje, C. O. (2018). Improving senior secondary school students' achievement in chemistry through programmed instruction strategy. 59th Annual conference proceedings of STAN, 186-192.

Ezeudu, F. O., Nwafor, S. C., Abaeme, O. D., Alabi, A. O., Chukwuka, C. U. & Ikuelogbon, E. O. (2019). Effect of scaffolding and hand-on instructional approaches on senior secondary school students’ achievement and interest in Chemistry. Research Journal of Applied Sciences, 14(5), 170-178. Doi: 10.36478/rjasci.2019.170.178 DOI: https://doi.org/10.36478/rjasci.2019.170.178

Federal Government of Nigeria (2014). National policy on education. Lagos: NERDC Press.

Federal Republic of Nigeria (2007). Junior secondary school basic science curriculum. Lagos: NERDC Press.

Gambari, A. I., Shittu, A. T., Ogunlade, O. O., & Osunlade, O. R. (2018). Effectiveness of blended learning and elearning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. Malaysian Online Journal of Educational Sciences, 5(1), 25-36.

Garrison, D. R., & Vaughan, N. D. (2018). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.

Godpower-Echie, G., & Owo, W.J. (2019). Gender differences in basic science achievement of private junior secondary school students in Obio/Akpor local Government Area, Rivers State. International Journal of Scientific Research in Education, 12(2), 320-329.

Hanan,J.A.,Marie-Anne M.,& Lori K. (2015). The effect of age and Gender on student Achievement in face-to-face and online college alagebra classes. Research in Higher Education Journal, 27, 1-22. https://www.aabri.com/manuscripts/142077.pdf

Hubackova, S., and Semradova, I. (2016). Evaluation of blended learning. Proc. Soc. Behav. Sci. 217, 551–557. doi: 10.1016/j.sbspro.2016.02.044 DOI: https://doi.org/10.1016/j.sbspro.2016.02.044

Ifelunni, C. O. (2018). Child labour, motivation and cognitive style as determinants of academic achievement of primary school pupils in Mathematics in South-East, Nigeria. [Unpublished PhD Thesis], University of Nigeria, Nsukka.

Irwan, Angraini, R. & Tiara, M. (2020). Analysis of student interest on blended learning. Advances in Social Science, Education and Humanities Research, 458, 329-335. DOI: https://doi.org/10.2991/assehr.k.200803.041

Jetu, R. R. & Wariso, H. (2019). identifying factors affecting students' academic achievement inscience and mathematics in primary schools of Hawassa City. Journal of Education and Practice, 10(10), 56-67.

Karsenti, T., Dumouchel, G., Roy, N., Goyer, L., & Noël, N. (2017). L’enseignement hybrideen enseignement supérieur: pratiques, enjeux et défis. Revue internationale des technologies en pédagogie universitaire, 14(2-3), 38-57. DOI: https://doi.org/10.18162/ritpu-2017-v14n1-04

Khader, N. S. K. (2016). The effectiveness of blended learning in improving students’ achievement in third grade’s science in Bani Kenana. Journal of Education and Practice, 7(35), 109–116.

Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. IEEE Access, 9, 85151–85197. https://doi.org/10.1109/ACCESS.2021.3085844 DOI: https://doi.org/10.1109/ACCESS.2021.3085844

Lalima, D., & Lata Dangwal, K. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129–136. https://doi.org/10.13189/ujer.2017.050116 DOI: https://doi.org/10.13189/ujer.2017.050116

Lee, L., & Hung, J. C. (2015). Effects of blended e-learning: a case study in higher education tax learning setting. Human-centric Computing and Information Sciences, 5(13), 1-15. Doi: 10.1186/s13673-015-0024-3 DOI: https://doi.org/10.1186/s13673-015-0024-3

López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2017). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826. DOI: https://doi.org/10.1016/j.compedu.2010.10.023

Mahrlamova, K., & Chabanovych, N. (2022). Implementation of interactive methodology in medical education: Blended learning approach, e-learning, and conventional learning. Health Education and Health Promotion, 10(2), 303–308.

Makarova, E., Aeschlimann, B. & Herzog, W. (2019). The gender gap in STEM Fields: The impact of the gender stereotype of Math and science on secondary students’ career aspirations. Frontiers of Education, 4(60), 1-11. DOI: https://doi.org/10.3389/feduc.2019.00060

Mustafa, A. N. (2023). An examination of the advantages and disadvantages of blended learning. International Journal of Research Publication and Reviews, 4(12), 1159-1166. https://doi.org/10.55248/gengpi.4.1223.123405 DOI: https://doi.org/10.55248/gengpi.4.1223.123405

Nichols, J. (2010). Blended learning: The construction uses in instructional development. Document Reproduction Service, 298-908.

Nwafor, S. C., Ibe, F. N. & Muoneke, N. M. (2022). Optimizing information and communication technology applications in chemistry learning. Journal of Research in Instructional, 2(2), 151-162. Doi: 10.30862/jri.v2i2.92 DOI: https://doi.org/10.30862/jri.v2i2.92

Nworgu, B. G. (2018). Educational research: Basic issues and methodology (3rd Edition-Reprinted). Nsukka: University Trust Publishers.

Odukwe, O. C. & Nwafor, S. C. (2022). Effect of guided-inquiry method on senior secondary school chemistry students’ academic achievement in Anambra State, Nigeria. Unizik Journal of Educational Research and Policy Studies, 11(1), 151-161. https://unijerps.org

Okebukola, P. A. & Okebukola, F. O. (2018). Basic science and technology for junior secondary schools. Lagos: Tonad Publishers.

Okorie, E.U. & Ezeh, D. N, (2016). Influence of gender and location on students’ achievement in chemical bonding. Mediterranean Journal of social sciences, 7(3), 309-318.

Olatunde-Aiyedun, T. G., & Adams, S. O. (2022). Effect of Blended Learning Models on Students’ Academic Achievement and Retention in Science Education. Eurasian Journal of Science and Environmental Education, 2(2), 35-42. https://doi.org/10.30935/ejsee/12613 DOI: https://doi.org/10.30935/ejsee/12613

Omiko, A. (2016). An evaluation of classroom experiences of basic science teachers in secondary schools in Ebonyi State of Nigeria. British Journal of Education, 4(1), 64-76.

Onyenma C. & Abraham, L. N. (2020). Effect of blended learning on students' academic performance in physics in Federal Colleges of Education in Southeast, Nigeria. British Journal of Education, 8(1), 66-77. DOI: https://doi.org/10.37745/bje/vol8.no1.pp66-77.2020

Onyi, I. E, Njoku, Z. C. & Nwafor, S. C. (2022). Efficacy of problem-based learning in promoting high achievement of students in chemistry. Journal of Critical Reviews, 09(01), 49-57. Retrieved from https://www.jcreview.com/admin/Uploads/Files/61d694d54 bc2d1.24608275.pdf

Owo, W. J. & Ihua-Maduenyi, G. N. (2020). A study of the cogency of blended learning on interest and academic success of students in science in rivers state secondary schools. Vocational and Technology Education Journal (VOTEJ),2(1),113-124.

Picciano, A. G. (2019). Blended learning: Implications for growth and access. Journal of Asynchronous Learning Networks, 23(4), 1-5. DOI: https://doi.org/10.24059/olj.v10i3.1758

Rouhollah, K., &Shaffe-bin, M. D. (2014). Moderation effect of gender on relationship Between community of inquiry and perceived learning in blended learning environments. Contemporary Educational Technology, 5(3), 257-271. http://www.cedtech.net/articles/53/535.pdf DOI: https://doi.org/10.30935/cedtech/6128

Saadu U. T. (2022). Chapter 16, Effect of blended learning teaching strategy on the academic performance of pupils in social studies. In the Blended Teaching and Learning- Methods & Practices, 96-105. https://api-kwasuspace.kwasu.edu.ng/server/api/core/bitstreams/54d0e0de-4ac0-4544-b7c7-d692803b6d03/content

Saba, B. K., Odediji, E. I. & and Chiroma, A. A (2022). Effects of blended learning strategy on academic performance of social studies students in Kwara State. The Nigerian Educational Digest (NED), 15(1), 63-71.

Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: hybrid and blended learning approach for COVID- 19, post vaccine, & amp; post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865 DOI: https://doi.org/10.1177/00472395211047865

Tolland, L. & Evans, J. (2019). What is the difference between sex and gender?https://www.ons.gov.uk/economy/environmentalaccounts/articles/whatisthedifferencebetweensexandgender/2019-02-21

Utami, I. S. (2018). The effect of blended learning model on senior high school students’ achievement. In SHS Web of Conferences (Vol. 42, p. 00027). EDP Sciences. DOI: https://doi.org/10.1051/shsconf/20184200027

Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge: Harvard University Press.

Warner, A. G. (2016). Developing a community of inquiry in a face-to-face class. Journal of Management Education, 40(4), 432–452. https://doi.org/10.1177/1052562916629515 DOI: https://doi.org/10.1177/1052562916629515

Zrekal (2021). The Effectiveness of Blended Learning In EFI Contaxt: An Experiment Study At Arab Open University KSA. Turkish Online Journal of Qualitative Inquiry (TOJQI), 12(7), 9284 -9293.

منشور

2024-12-01

إصدار

القسم

المقالات العلمية

كيفية الاقتباس

ستيفن تشينيدو, ثيوفيلوس صنداي, ديستني أونيبوتشي, & أنتوني تشيكوادو. (2024). تعزيز تحصيل الطلاب في العلوم الأساسية باستخدام استراتيجية التعلم المدمج. المجلة الأكاديمية الدولية للعلوم الاجتماعية والإنسانية , 2(2), 30-41. https://doi.org/10.59675/S224

المؤلفات المشابهة

1-10 من 26

يمكنك أيضاً إبدأ بحثاً متقدماً عن المشابهات لهذا المؤلَّف.