Effect of blended learning to academic achievement

Authors

  • Veysel Karani Ceylan
  • Ayşe Elitok Kesici Aydın Adnan Menderes University

Keywords:

Blended Learning, Flipped Classroom, Coding for Kids, Instruction Method, Computational Thinking

Abstract

In this study, the effects of blended learning on the middle school students’ academic achievement level and product evaluation scores were investigated. Blended learning provides more effective learning outcome gains through enriching todays’ developing Web Technologies with learning environments. This study was carried out with a total of 53 students enrolled in the experimental group and control group in the 6th grade classrooms during the 2014/2015 school year in a middle school in southwest part of Turkey. The intervention lasted 7 weeks. During the seven weeks, the unit of “problem solving, computer programming and development of Software product”, covered in Educational technologies and Software course, is taught through blended learning environment. The experimental group was taught using blended learning environment which supported with enriched web technologies (such as video-conference, Learning Management System, Discussion blogs , etc.). Whereas the experimental group was given access to all these enriched contents that are presented to the control group only during the classroom environment through present teaching methods.

The design of the study includes quantitative method. We collected quantitative data such as academic achievement test and product evaluation scale. Academic achievement test and product evaluation scale were used as quantitative data collection sources. Quantitative data was collected through the evaluation of students’ projects that they developed during the process of the study and the academic achievement tests. During the data analysis phase, independent t-test, frequency and ANOVA tests were used. As a result of this study, it is concluded that blended learning environment had generated a significant difference in students’ academic achievement on behalf of experimental group. Implications of the study for the educational environments were discussed. 

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Veysel Karani Ceylan

Ph.D. Student, Aydın Adnan Menderes University,

Ayşe Elitok Kesici, Aydın Adnan Menderes University

Asisst. Prof. Dr., Aydın Adnan Menderes University, Faculty of Education, Curriculun and Instruction Department

References

Ateş, A. ve Çobanoğlu, A. (2013). Harmanlanmış öğrenmenin öğrencilerin erişilerine, algıladıkları bilişsel esneklik düzeylerine ve öz düzenleyici öğrenme becerilerine etkisi. (Unpublished Doctorte Thesis). İzmir Ege University, Social Science Institute.

Ayala, J. (2009). Blended Learning As A New Approach To Social Work Education. Journal of Social Work Education Volume 45, Issue 2.

Barr, V., ve Stephenson C., (2011). Bringing Computational Thinking to K-12: What is Involved and What is the Role of the Computer Science Education Community?. ACM Inroads, 2(1), 48-54.

Bundy, A. (2007). Computational thinking is pervasive. J. Scient. Pract. Comput. 1, 67–69.

Çobanoğlu, A. ve Altun, E. (2015). Geleneksel öğretimden Harmanlanmış Öğrenme Temelli Öğretime, Eğitim Teknolojileri Okumaları s.89-107, Ankara

Fraillon, J., Ainley, J., Schulz, W. ve Friedman, T. (2013). Preparing for Life in a Digital Age. The IEA International Computer and Information Literacy Study International Report, Australian Council for Educational Research (ACER), Melbourne, Australia

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In The handbook of blended learning: Global perspectives, local designs, eds. C. J. Bonk and C. R. Graham, 3-21. San Francisco: Pfeiffer.

Gynther, K. (2005). Blended learning. Unge Pædagoger, København.

Harvey, S. ve Chris, R.(2001). A White Paper:Achieving Success with Blended Learning. 21.01.2015. http://www.centra.com/ download/whitepapers/ blendedlearning.df .

Horton, W. (2002). Designing web-based training. NY: Wiley

International Society for Technology in Education. (2012). National Educational Technology Standards and Performance Indicators for All Teachers. Son 05.12.2014, http://cnets.iste.org/teachers/t_stands.html.

Johnson, J. (2002). Reflections on Teaching a large enrollment course using a hybrid format. Teaching with Technology Today, 8(6) http://www.vwsa.edu/ttt/articles/jjohnson.htm

Kim, H., Choi, H., Han, J., So, H. (2012). Enhancing teachers’ ICT capacity for the 21st century learning environment: three cases of teacher education in Korea. Australasian Journal of Educational Technology (AJET), 28(6).

LaBanca, F., Worwood, M., Schauss, S., LaSala, J., & Donn, J. (2013). Blended instruction: Exploring studentcentered pedagogical strategies to promote a technology-enhanced learning environment. CT: Education Connection, Litchfield

Ornelas Marques, F., Marques, M.T. (2012). No problem? No research, little learning ... big problem!. Systemics, Cybernetics and Informatics, 10(3), 60–62.

Olabe, J.C. Olabe, M.A., Basogain X., Castaño, C. ve Maiz I., (2012) . Programming and Robotics with Scratch in Primary Education. Education in a technological World. Spain.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon MCB University Press, Vol. 9 No. 5. October 2001.

Singh, H. ve Reed, C. (2001). A White Paper: Achieving Success with

Blended Learning .ASTD State of the Industry Report, American Society for Training & Development, March 2001

Wing, J. (2006). Computational Thinking. Commun. ACM 49, 3, s. 33–35.

Valiathan, P. (2002). Blended Learning Models. Learning Circuits. 18.02.2015. www.learningcircuits.org/2002/aug2002/valiathan.html

Young, J.R. (2002). Hybrid Teaching Seeks To End The Divide Between Traditional And Online Instruction. The Chronicles Of Higher Education, A33. 19.05.2015, http://chronicle.com/article/Hybrid-Taching-Seeks-to/18487

Downloads

Published

2017-03-24

How to Cite

Ceylan, V. K., & Elitok Kesici, A. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14(1), 308–320. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/4141

Issue

Section

Curriculum Development and Teaching-Learning in Education