Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education

Najeh Rajeh Alsalhi; Sami Al-Qatawneh; Mohd. Eltahir; Khitam Aqel

doi:10.29333/ejmste/10781

Full Text (PDF)

Najeh Rajeh Alsalhi ¹ ² ^* , Sami Al-Qatawneh ¹ ², Mohd. Eltahir ¹ ², Khitam Aqel ²

More Detail

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.

Keywords

blended learning
traditional learning
mathematics course
academic achievement
higher education

License

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

Article Views: 1243

Article Downloads: 687

Open Access References How to cite this article

References

Abouchedid, K. & Eid, G. M. (2004). E-learning challenges in the Arab world: revelations from case study profile. Quality Assurance in Education, 12(1), 15-27. https://doi.org/10.1108/09684880410517405
Adiguzel, T., Kamit, T., & Ertas, B. (2020). Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses. Contemporary Educational Technology, 11(2), 143-158. https://doi.org/10.30935/cet.660725
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454. https://doi.org/10.14742/ajet.693
Al-Madani, F. (2015). The effectiveness of blended learning on students’ academic achievement in Arabic language and the development of their creative thinking. Asian Journal of Educational Research and Technology, 5(2), 30-37. http://www.tspmt.com/july2015_issue_part_1/5.Al-Madani.Saudi%20Arebia.30-37.pdf
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25(1), 5261-5280. https://doi.org/10.1007/s10639-020-10219-y
Al-Qatawneh, S., Eltahir, M., & Alsalhi, N. (2020). The effect of blended learning on the achievement of HDE students in the methods of teaching Arabic language course and their attitudes towards its use at Ajman University: A case study. Education and Information Technologies. 3(1), 2020. https://doi.org/10.1007/s10639-019-10046-w
Alsalhi, N., Eltahir, M., & Al-Qatawneh, 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
Alzahrani, M. G., & O’Toole, J. M. (2017). The impact of internet experience and attitude on student preference for blended learning. Journal of Curriculum and Teaching, 6(1), 65-78. https://doi.org/10.5430/jct.v6n1p65
Ameloot, E., & Schellens, T. (2018). Student teachers’ perceptions of using learning analytics in a blended learning context. Proceedings of INTED2018 Conference, Valencia, Spain. https://doi.org/10.21125/inted.2018.0879
Awodeyi, A. F., Akpan, E. T., & Udo, I. J. (2014). Enhancing teaching and learning of mathematics: Adoption of blended learning pedagogy in University of Uyo. International Journal of Science and Research, 3(11), 40-45. https://www.ijsr.net/archive/v3i11/T0NUMTQ2Njc=.pdf
Ayse, K. O. K. (2008). An online social constructivist tool: A secondary school experience in the developing world. Turkish Online Journal of Distance Education, 9(7), 87-98. https://doi.org/10.17718/TOJDE.17610
Bervell, B., Nyagorme, P., & Arkorful, V. (2020). LMS-Enabled Blended Learning Use Intentions among Distance Education Tutors: Examining the Mediation Role of Attitude Based on Technology-Related Stimulus-Response Theoretical Framework. Contemporary Educational Technology, 12(2), ep273. https://doi.org/10.30935/cedtech/8317
Birlik, S. (2015). Taxonomy of the cognitive domain: An example of architectural education program. Procedia - Social and Behavioral Sciences, 174(4), 3272-3277. https://doi.org/10.1016/j.sbspro.2015.01.993
Brady, A. (2005). Assessment of learning with multiple-choice questions. Nurse Education in Practice, 5(4), 238-242. https://doi.org/10.1016/j.nepr.2004.12.005
Bunatovich, U., & Khidayevich, D. (2020). The importance of modern innovative teaching methods in the higher education system of Uzbekistan. Journal of Critical Reviews, 7(7), 1064-1067. https://doi.org/10.31838/jcr.07.07.194
Ceylan, V., & A. E. Kesici. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14(1), 309-319. https://doi.org/10.14687/jhs.v14i1.4141
Crawford, R., & Jenkins, L. (2017). Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment. Australasian Journal of Educational Technology, 33(2), 51-72. https://doi.org/10.14742/ajet.2924
David, M. (2016). Situational leadership theory as a foundation for a blended learning framework. Journal of Education and Practice, 7(1), 25-30. https://files.eric.ed.gov/fulltext/EJ1099593.pdf
Davis, M. H. (2003). Outcome based education. Journal of Veterinary Medical Education, 30(3), 227-232. https://doi.org/10.3138/jvme.30.3.258
Devlin, M. & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111-124. https://doi.org/10.1080/07294360903244398
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(3), Article 3. https://doi.org/10.1186/s41239-017-0087-5
Elfaki, N., Abdulraheem, I., & Abdulrahim, R. (2019). Impact of e-learning vs traditional learning on student’s performance and attitude. International Journal of Medical Research and Health Sciences, 8(10), 76-82. https://www.semanticscholar.org/paper/Impact-of-E-Learning-vs-Traditional-Learning-on-and-Elfaki-Abdulraheem/b1252c64fc2518731b2434fae8f5b0540a8a8a21
ElSayary, A. (2021). Using a Reflective Practice Model to Teach STEM Education in a Blended Learning Environment. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), em1942. https://doi.org/10.29333/ejmste/9699
Epstein, R. M. (2007). Assessment in medical education. New England Journal of Medicine, 356(4), 387-396. https://doi.org/10.1056/NEJMra054784
Eryilmaz, M. (2015). The Effectiveness of blended learning environments. Contemporary Issues in Education Research, 8(4), 251-256. https://doi.org/10.19030/cier.v8i4.9433
Fazal, M., & Bryant, M. (2019). Blended learning in middle school math: The question of effectiveness. Journal of Online Learning Research, 5(1), 49-64. https://eric.ed.gov/?id=EJ1208816
Fitzsimons, M. (2014). Engaging students’ learning through active learning. Irish Journal of Academic Practice, 3(1), 1-26. https://doi.org/10.21427/D7842T
Francis, R. & Shannon, S. J. (2013). Engaging with blended learning to improve students’ learning outcomes. European Journal of Engineering Education, 38(4), 359-369. https://doi.org/10.1080/03043797.2013.766679
Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333-350). Routledge.
Hinampas, R., Murillo, C., Tan, D., & Layosa, R. (2018). Blended learning approach: Effect on students’ academic achievement and practical skills in science laboratories. International Journal of Scientific and Technology Research, 7(11), 63-69. https://www.researchgate.net/publication/329032833_Blended_Learning_Approach_Effect_On_Students’_Academic_Achievement_And_Practical_Skills_In_Science_Laboratories
Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-38. https://doi.org/10.1111/1467-8535.00236
Kazu, I., & Demirkol, M., (2014). Effect of blended learning environment on high school students’ academic achievement. Turkish Online J. Educ. Technol, 13(1), 78-87. https://eric.ed.gov/?id=EJ1018177
Kemp, L. (2013). Introducing blended learning: An experience of uncertainty for students in the United Arab Emirates. Research in Learning Technology, 21(1), Article 18461. https://doi.org/10.3402/rlt.v21i0.18461
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(7), 1-20. https://doi.org/10.1186/s41239-017-0043-4
Klimova, B. (2017, September). Evaluation of the blended learning approach in the course of business English: A case study. In International Symposium on Emerging Technologies for Education (pp. 326-335). Springer, Cham. https://doi.org/10.1007/978-3-319-71084-6_37
Kwak, D., Menezes, F., & Sherwood, C. (2015). Assessing the impact of blended learning on student performance. Economic Record, 19(292), 91-106. https://doi.org/10.1111/1475-4932.12155
Lin, Y., Tseng, C., & Chiang, P. (2017). The effect of blended learning in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 741-770. https://doi.org/10.12973/eurasia.2017.00641a
Malik, R. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20. https://doi.org/10.17509/jsder.v2i1.12266
Manguire, K. (2005). Professional development in blended e-learning environment for middle school mathematics teachers (M.A. dissertation). University of Toronto, Canada.
Marina, D., & Tatjana, G. (2020). Teachersʼ assessment of active learning in teaching Nature and Society. Economic Research-Ekonomska Istraživanja, 33(1), 1265-1279. https://doi.org/10.1080/1331677X.2020.1728563
Meyer, M., & Norman, D. (2020). Changing design education for the 21st century. The Journal of Design, Economics, and Innovation, 6(1), 13-49. https://doi.org/10.1016/j.sheji.2019.12.002
Mondal, G., Majumder, P., & Mandal, M. (2019). Effect of blended learning strategy for secondary school science students. International Journal of Research and Analytical Reviews, 6(1), 381-387. http://ijrar.com/upload_issue/ijrar_issue_20542795.pdf
Moskal, P., Dziuban, C., & Hartman, J. 2012. Blended learning: A dangerous idea? The Internet and Higher Education, 18(1), 15-23. https://doi.org/10.1016/j.iheduc.2012.12.001
Mula, J. (2015). Effects of e-blended instruction on grade 10 students’ performance and attitude towards geometry (M.A. dissertation). Trece Martires City National High School.
Oweis, T. (2018). Effects of using a blended learning method on students’ achievement and motivation to learn English in Jordan: A pilot case study. Education Research International, 2018(91), Article 7425924. https://doi.org/10.1155/2018/7425924
Pechenkina, E., Scardamaglia, A., & Gregory, J. (2018). “It’s the Combination That Works”: Evaluating Student Experiences with a Multi-element Blended Design in First-year Law. Contemporary Educational Technology, 9(4), 405-422. https://doi.org/10.30935/cet.471019
Power, M. (2008). The emergence of a blended online learning environment. MERLOT Journal of Online Learning and Teaching, 4(4), 503-5014. https://jolt.merlot.org/vol4no4/power_1208.pdf
Rahman, M. M., Singh, M. K. M., & Pandian, A. (2018). Exploring ESL teacher beliefs and classroom practices of CLT: A case study. International Journal of Instruction, 11(1), 295-310. https://doi.org/10.12973/iji.2018.11121a
Rocher, A. (2018). Active learning strategies and academic self-efficacy relate to both attentional control and attitudes towards plagiarism. Active Learning in Higher Education, 21(3), 203-216. https://doi.org/10.1177/1469787418765515
Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Management, 55(5), 26-32. https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?ReferenceID=2143743
Sahni, J. (2019). Does blended learning enhance student engagement? Evidence from higher education. Journal of e-Learning and Higher Education, 2019(2019), Article 121518. https://doi.org/10.5171/2019.121518
Sarıtepeci, M. & Çakır, H. (2015). The effect of blended learning environments on students’ academic achievement and student engagement: A study on social studies course. Education and Science, 40(177), 203-216. https://doi.org/10.15390/EB.2015.2592
Seage, S. J., & Türegün, M. (2020). The effects of blended learning on STEM achievement of elementary school students. International Journal of Research in Education and Science (IJRES), 6(1), 133-140. https://doi.org/10.46328/ijres.v6i1.728
Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396-413. https://doi.org/10.1016/j.compedu.2005.09.004
Shaaruddin, J., & Mohamad, M. (2017). Identifying the effectiveness of active learning strategies and benefits in curriculum and pedagogy course for undergraduate TESL students. Creative Education, 8(14), 2312-2324. https://doi.org/10.4236/ce.2017.814158
Shang, F., & Liu, C.-Y. (2018). Blended learning in medical physiology improves nursing students’ study efficiency. Advances in Physiology Education, 42(4), 711-717. https://doi.org/10.1152/advan.00021.2018
Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15, Article 3. https://doi.org/10.1186/s41239-017-0087-5
Snoussi, T. (2019). ICT faculties’ usage in the UAE private universities: A case study. Global Media Journal, 17(33), 1-8. https://www.globalmediajournal.com/archive/gmj-volume-17-issue-33-year-2019.html
Stuchlikova, L. (2016). Challenges of education in the 21st century. International Conference on Emerging eLearning Technologies and Applications (ICETA), Vysoke, 335-340. https://doi.org/10.1109/ICETA.2016.7802072
Tongchai, N. (2016). Impact of self-regulation and open learner model on learning achievement in blended learning environment. International Journal of Information and Education Technology, 6(5), 343-347. https://doi.org/10.7763/IJIET. 2016.V6.711
Trapp, S. (2006). Blended learning concepts: A short overview. EC- TEL Workshops Proceedings, ISSN 1613-0073, 28-35. http://ftp.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-213/paper7.pdf
United Nations. (2019). The future is now: Science for achieving sustainable development. Global sustainable development report. New York: United Nations.
Ustun, A., & Tracey, M. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(1), 1529-1552. https://doi.org/10.1007/s10639-019-09999-9
Valerie, J. (2005). The effectiveness of blended Learning for the employees (Unpublished dissertation). Fiflding Graduate University.
Velle, L. (2020). The challenges for teacher education in the 21st century: Urgency, complexity and timeliness. Journal of Education for Teaching, 46(1), 1-3. https://doi.org/10.1080/02607476.2019.1708621
Vrazalic, L., MacGregor, R., Behl, D., & Fitzgerald, J. (2009). E-learning barriers in the United Arab Emirates: Preliminary results from an experimental investigation. IBIMA Business Review, 4(1), Article 458727. https://doi.org/10.5171/2010.458727
Wang, M. J. (2010). Online collaboration and offline interaction between students using asynchronous tools in blended learning. Australasian Journal of Educational Technology, 26(6), 830-846. https://doi.org/10.14742/ajet.1045
Wright, B. M. (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian Journal of Applied Linguistics, 7(1), 64- 71. https://doi.org/10.17509/ijal.v7i1.6859
Yeou, M. (2016). An investigation of students’ acceptance of Moodle in a blended learning setting using technology acceptance model. Journal of Educational Technology Systems, 44(3), 300-318. https://doi.org/10.1177/0047239515618464
Yılmaz, M. B., & Orhan, F. (2010). Pre-service English teachers in blended learning environment in respect to their learning approaches. The Turkish Online Journal of Educational Technology (TOJET), 9(1), 157-158. https://files.eric.ed.gov/fulltext/EJ875779.pdf
Yusoff, S, Yusoff, R., & Md Noh, N. (2017). Blended Learning Approach for Less Proficient Students. SAGE Open, 7(3), 1-8. https://doi.org/10.1177/2158244017723051

How to cite this article

APA

Alsalhi, N. R., Al-Qatawneh, S., Eltahir, M., & Aqel, K. (2021). Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education. Eurasia Journal of Mathematics, Science and Technology Education, 17(4), em1951. https://doi.org/10.29333/ejmste/10781

Vancouver

Alsalhi NR, Al-Qatawneh S, Eltahir M, Aqel K. Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education. EURASIA J Math Sci Tech Ed. 2021;17(4):em1951. https://doi.org/10.29333/ejmste/10781

AMA

Alsalhi NR, Al-Qatawneh S, Eltahir M, Aqel K. Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education. EURASIA J Math Sci Tech Ed. 2021;17(4), em1951. https://doi.org/10.29333/ejmste/10781

Chicago

Alsalhi, Najeh Rajeh, Sami Al-Qatawneh, Mohd. Eltahir, and Khitam Aqel. "Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 4 (2021): em1951. https://doi.org/10.29333/ejmste/10781

Harvard

Alsalhi, N. R., Al-Qatawneh, S., Eltahir, M., and Aqel, K. (2021). Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education. Eurasia Journal of Mathematics, Science and Technology Education, 17(4), em1951. https://doi.org/10.29333/ejmste/10781

MLA

Alsalhi, Najeh Rajeh et al. "Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 4, 2021, em1951. https://doi.org/10.29333/ejmste/10781