• OpenAccess
  • 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  [CITE 2015]
  • DOI: 10.4236/jss.2015.32006   PP.31 - 39
  • Author(s)
  • Hend K. H. Alraghaib, Abdellatif E. Elgazzar, Ahmed M. Nouby
  • 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.

  • 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
  • References
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    Hendawy, O.S. and Nouby, A.M. (2010) Effect of Varying Blending Level of Learning Resources Used in Blended Learning on Achievement and Motivation towards Learning. Journal of Education, Scientific Refereed Journal, Faculty of Education, Al-Azhar University, Cairo, No. 144(2), 419-476. (ARABIC).
    Marsh, J.E. (2001) How to Design Effective Blended Learning.
    Khamis, M.A. (2003) Instructional Technology Outputs (Mantogate). Dar Alkalema Puplishing, Cairo. (ARABIC).
    Driscoll, M. (2002) Blended Learning: Let’s Get beyond the Hype. IBM Global Services.
    Ismaeil, A.Z. (2009) E-Learning from Application to Professionalism and Quality. Alam El-Kotob Puplishers, Cairo. (ARABIC).
    Elgazzar, A.E. (2014) Developing E-Learning Environments for Field Practitioners and Developmental Researchers: A Third Revision of an ISD Model to Meet E-Learning and Distance Learning Innovations. Open Journal of Social Sciences, 2, 29-37.
    Alraghaib, H.K.H. (2014) Sequential and Integrated Designs of Blended Learning and their Effectiveness in Skills and Achievement Motivation among Kuwaiti Secondary School Students. MA Thesis, Arabian Gulf University, Manama, Kingdom of Bahrain.

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