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

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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 EMIRATES² 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

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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

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

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

Publication date: 18 Mar 2021

Article Views: 3361

Article Downloads: 4150

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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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