Effects of Using a Blended Learning Method on Students’ Achievement and Motivation to Learn English in Jordan: A Pilot Case Study

Abstract

is research aims at investigating the effect of blended learning on the achievement and motivation to learn English of German Jordanian University students. A pilot case study research strategy was used. Pilot case studies are effective research strategies for investigating educational issues in real life situations. ey are used to refine research problems, variables, and also to refine the case study design before doing it in a larger-scale investigation. e study sample comprised 34 students who were selected purposefully and distributed into experimental and control groups. e experimental group studied English through a computerized program melded with the traditional method, whereas the control group was taught solely by the latter. e analysis of covariance (ANCOVA) revealed statistically significant differences in achievement between the two groups, indicating that the experimental group performed better than the control group. Significant differences were also found in the respective groups' motivation to learn English.

SWOT Analysis of Blended Learning in Public Universities of Uganda: A Case Study of Muni University

“…It is also consistent with References [52,53] who Lack of plagiarism tools to monitor the character of student assignments. This result is logical with the work conducted by Reference [1] in which the researcher identified that plagiarism and credibility pose a major problem to blended learning; J 2019, 2, Firstpage-Lastpage; doi: www.mdpi.com/journal/j…”

“…It is further supported by References [5,20,[49][50][51][52] who observed that poor internet speed and connectivity is a heavy challenge in blended learning implementation;  Lack of plagiarism tools to monitor the character of student assignments. This result is logical with the work conducted by Reference [1] in which the researcher identified that plagiarism and credibility pose a major problem to blended learning;  There is a high risk of reduced face-to-face social interactions with blended learning mode. This outcome is consistent with the study conducted by Reference [53] where it was noted that in blended learning, learners may not only experience the isolation of lively social interaction with peers but also incapable to connect with their instructors;  The insufficient number of computers per student is also another challenge.…”

“…This is in line with the findings of [49][50][51] who identified the challenges of having appropriate infrastructure like websites and lack of technical dedicated experts required to implement the blended learning system. Lastly, high maintenance cost is yet another concern [1].…”

“…Other challenges that affect the effective delivery of blended learning include finding the right blend, poor system management, fear or lack of confidence in using the LMS and technology, difficulty in finding the appropriate model, measuring the impact of blended learning environment, quality assurance, stress due to limited time on certain assignments and finally, plagiarism and credibility also pose a major problem [1,5,[49][50][51][52].…”

“…The effective deployment and implementation of blended learning requires robust network connectivity for accessing learning content and connecting to online classes. Unfortunately, many scholarly studies have found out that many developing countries have unreliable internet connectivity and low internet bandwidth [1,18,25,52,57].…”