Blended Learning in Higher Education: A Study of Its Impact on Students’ Performance

Abstract

The key goal of the paper is to study the influence of blended learning on the academic perfor-mance of students of a statistics Bluman course at the University of Ajman. The study was implemented by means of a quasi-experimental design. The sample of the study was 268 students, grouped into two groups: one experimental group (n = 135) that used blended learning; and the other a control group (n = 133) which was educated using the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students’ post-test achievement in the two study groups, in favor of experimental group students, who were educated through blended learning. Furthermore, the outcomes showed that the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and based on the variable of students’ academic year (supporting those students in the fourth academic year). However, no statistically significant difference was found among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.

Evaluating blended learning effectiveness: an empirical study from undergraduates’ perspectives using structural equation modeling

“…The results demonstrated a positive relationship between the effectiveness of BL and SLOs: the more effective that undergraduates perceived BL, the better their SLOs. It supported the results of the previous literature ( Demirkol and Kazu, 2014 ; Alsalhi et al, 2021 ). Moreover, the descriptive analysis provided additional findings for educators when designing and implementing BL for undergraduates.…”

“… Kenney and Newcombe (2011) and Demirkol and Kazu (2014) conducted comparisons and found that students in BL environments had higher average scores than those in non-BL environments. Alsalhi et al (2021) utilized a quasi-experimental study at Ajman University ( n = 268) and indicated that the use of BL has a positive effect on students’ academic success in a statistics course. “BL helps to balance a classroom that contains students with different readiness, motivation, and skills to learn.…”

“…“BL helps to balance a classroom that contains students with different readiness, motivation, and skills to learn. Moreover, BL deviates from traditional teaching and memorizing of students” ( Alsalhi et al, 2021 , p. 253). No statistical significant difference was found among students based on the variables of the university they attended.…”

Perceptions of teacher competencies in a new higher education blended learning programme: An exploratory study

“…There is a growing consensus that the blending of online learning with face-to-face learning in an integrated and coherent way is an effective approach to teaching and learning in higher education (See for example Ahmed, 2020;Alsalhi et al, 2021;Müller & Mildenberger, 2021;Nayar & Koul, 2020;Zhao 2022). Student feedback has shown that while they value the convenience, flexibility and time efficiencies of online learning (Adams, et al, 2017), they also very much value the face-to-face sessions on campus in which they can engage more directly with their teacher/ instructor and where they are less easily distracted by other digital attractions and devices (see for example Mulyadi et al, 2019;Attard & Holmes, 2020;Lomer & Palmer, 2021).…”

Clustering Analysis of the Evaluation Data on Students’ Learning under a Blended Environment

“…In recent years, with the continuous development of Internet technology and educational information technology, the traditional classroom is gradually replaced by blended learning ways which have been widely used. The hybrid learning environment, which combines the advantages of traditional learning methods with that of networked online learning, enables students to obtain learning resources and teachers' help equally anytime and anywhere, thus arousing their initiative, enthusiasm and creativity in learning [1][2][3][4][5][6][7][8][9]. As a product of the information age, networked online learning can capture the needs of students to improve their learning ability in real time, and always pays attention to the phased learning effect of students and the feedback of platform use experience, so as to provide better services for students [10][11][12][13][14][15][16][17][18][19].…”