Evaluating the Effectiveness of Blended Teaching in Jordanian Discovery Schools from Mathematics Teachers Point of View
DOI:
https://doi.org/10.36394/jhss/8/1/2Keywords:
Blended Teaching, Discovery Schools, Jordan, MathematicsAbstract
This study aimed to assess the effectiveness of blended teaching versus traditional teaching on the following five dimensions: the content of scientific material, the method of demonstrating and implementing it, the ability of developing mental and social skills, the ability of motivating students learning, and the ability of facilitating learning. A questionnaire was developed to cover the aforementioned dimensions. Validity and reliability evidences were established. A sample of 191 math teachers in discovery schools was chosen randomly.
The means and standard deviations for teachers rating on each item and dimension were calculated, a t-test for paired samples also was used to test the hypotheses relevant to those dimensions. The results showed that the teachers rating for the effectiveness of blended teaching on each dimension was higher than that of traditional teaching, also the t-test results showed that there are statistically significance differences on the effectiveness of the blended teaching and traditional teaching on the five dimensions to favor of blended teaching. Some recommendations were made such as: calling MOE to held training session for teachers on blended teaching, and continue implementing the blended teaching experience in its schools, and conducting studies to test the effect of blended teaching on students’.
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