أثر إستراتيجية التعلم المدمج في تحصيل طلبة التربية طور الباحة في اللغة الإنجليزية واحتفاظهم بالتعلم

Abstract

The study aimed to identify the impact of the blended learning strategy on the achievement of Toor Al-Bahah Education students in English and their retention of learning. To achieve the study’s objective, the researcher used the quasi-experimental method. The study sample consisted of 40 male and female students from the second academic level of the Bachelor of English program at the College of Education in Tur Al-Bahah for the academic year 2022/2023. The sample was divided into two groups: an experimental group taught using the blended learning strategy (20 students), and a control group taught using the traditional method (20 students). Statistical equivalence between the two groups was ensured in several variables believed to affect the validity of the experiment, including previous academic achievement and controlling for extraneous variables. The researcher designed the study instruments, which included a multiple-choice achievement test consisting of 20 items. After ensuring the validity and reliability of the instruments through appropriate statistical methods, the study was applied to the sample. Statistical analysis was conducted using the SPSS program, and the study reached the following results:

1. There is a statistically significant difference at the (0.05) level between the mean scores of the experimental group (taught using the blended learning strategy) and the control group (taught using the traditional method) in favor of the experimental group. The mean score of the experimental group was 50.950, while the mean score of the control group was 40.150 on the achievement test as a whole.

There is a statistically significant difference at the (0.05) level between the mean scores of the experimental and control groups in the cognitive domain (remembering, understanding, application) in the learning retention test, in favor of the experimental group.