Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education
Najeh Rajeh Alsalhi 1 2 * , Sami Al-Qatawneh 1 2, Mohd. Eltahir 1 2, Khitam Aqel 2
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1 College of Humanities and Sciences, Ajman University, Ajman, UNITED ARAB EMIRATES
2 Nonlinear Dynamics Research Center (NDRC), Ajman University, Ajman, UNITED ARAB EMIRATES
* Corresponding Author

Abstract

The study aimed to identify the impact of utilizing blended learning in teaching mathematics (MTH121) course on the achievement of undergraduate learners at Ajman University. The researchers followed the quasi-experimental approach. The sample of the study consisted of (196) males and females split into two control and empiric groups. The empirical group was taught using the blended learning method and the number of its students reached (99), while the other group is the control group studied in the usual conventional method, and its students reached (97) students. The study used an achievement exam in addition. The study found that there were significantly important variations in the achievement exam among the empiric and control groups for the benefit of the empirical group.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/10781

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 4, Article No: em1951

Publication date: 18 Mar 2021

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