نوع المستند : المقالة الأصلية
المؤلف
درجة الماجستير، قسم السياسات التربوية، كلية التربية، جامعة الملك خالد، المملكة العربية السعودية
المستخلص
الكلمات الرئيسية
عنوان المقالة [English]
المؤلف [English]
This study aimed to investigate the impact of blended learning on the performance of secondary school female students from the teachers' perspective. It also aimed to identify the students' attitudes towards blended learning as perceived by the teachers and to determine the impediments that affect the use of blended learning in enhancing the performance of secondary school female students, from the teachers' point of view. A descriptive survey method was employed, and a field study was conducted to explore the impact of blended learning on the performance of secondary school female students as perceived by teachers in the educational city of Abha. The study identified the challenges that hindered the use of blended learning. A questionnaire was constructed to gather responses from the study's participants, enabling the collection of the necessary results and data. The study's population consisted of all secondary school female teachers in the educational city of Abha, totaling 874 teachers, as reported by the Abha Education Office in the Educational Affairs Department. The study's sample comprised 170 teachers, representing 20% of the study's population, and they were selected using simple random sampling. The study's results revealed that the impact of blended learning on the performance of secondary school female students, as perceived by teachers, was significantly positive. The results concerning the students' attitudes towards blended learning, from the teachers' perspective, were found to be highly positive. The results regarding the impediments to blended learning, as perceived by teachers, were moderately positive. The study's recommendations include the importance of leveraging the positive impact of blended learning in schools, especially during crises and disasters, and the necessity of continuous utilization. Furthermore, there is an essential need to enhance teachers' expertise in blended learning through their enrollment in training courses related to e-learning programs. Lastly, it is crucial to consider transforming printed curricula into digital ones.
الكلمات الرئيسية [English]
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