TITLE:
Sequential Design vs. Integrated Design of Blended Learning of Informatics Subject Matter: Is There Any Effectiveness in Developing Cognitive Achievement and Achievement Motivation among Kuwaiti Female Secondary School Students
AUTHORS:
Hend K. H. Alraghaib, Abdellatif E. Elgazzar, Ahmed M. Nouby
KEYWORDS:
Developmental Research Method, Sequential Design of Blended Learning, Integrated Design of Blended Learning, Cognitive Achievement, Achievement Motivation, Secondary School Stage, Informatics Subject Matter, Elgazzar (2014) ISD Model, State of Kuwait
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.3 No.2,
January
28,
2015
ABSTRACT: There has been a trend in recent years
about discovering the effectiveness of implementing different designs of
blended learning, in different learning tasks, different learning outcomes, and
for different students. This research aimed at discovering the effectiveness of
integrated design and sequential design of blended learning of Informatics
Subject Matter in developing female secondary school students’ informatics
cognitive achievement and achievement motivation—as in the research
limitations. Developmental research method was implemented using
quasi-experimental two experimental groups design of (22) female students in each
group with pre and post tests. Cognitive knowledge aspects were derived through
content analysis of the two Units “Advanced Web Concepts” from the Informatics
Subject Matter, Instructional design standards list was developed for the two
designs, The two blended learning designs were developed through implementing
the Elgazzar (2014) ISD model for that Unit in accordance to those standards, two
research tools were developed and approved for validity and reliability:
Cognitive Achievement test and Achievement Motivation Scale. Research sample of
(44) female students was selected and divided to two equal groups and randomly
assigned to the research groups according to the specified experimental design.
Research experiment was carried out by the first author with the pre and post
implementations of the two research tools. Suitable statistical procedures were
implemented to test the research hypotheses. Results reveal that there are
significant differences at (α ≤ 0.05) among means of pre-post Cognitive Achievement
test and Achievement Motivation scores of the two groups. Results also reveal
that there aren’t significant comparative differences between means of
posttests of Cognitive Achievement test and Achievement Motivation scores of
the two designs of blended learning. So, the answer of the question: Is there
any comparative Effectiveness between the two designs in Developing Cognitive
Achievement and Achievement Motivation among Kuwaiti Female Secondary School
Students? Is there isn’t any comparative effectiveness. Research report
contains Tables, Figures, and References as well as lists of Recommendations
and further researches.