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2020 - Volume 4 - Number 2

The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses

Barış Çiftçi * barisciftci@nevsehir.edu.tr * ORCID: 0000-0002-3688-0359 * ResearcherID: ABI-1980-2020
Nevsehir Haci Bektas Veli Universty, Education Faculty, Nevsehir, TURKEY

Open Journal for Educational Research, 2020, 4(2), 143-150 * https://doi.org/10.32591/coas.ojer.0402.05143c
Received: 18 August 2020 ▪ Accepted: 15 December 2020 ▪ Published Online: 31 December 2020

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.

KEY WORDS: blended learning, academic achievement, social studies.

CORRESPONDING AUTHOR:
Assit. Prof. Dr. Barış Çiftçi, Nevsehir Haci Bektas Veli Universty, Education Faculty, Nevsehir, TURKEY. E-mail: barisciftci@nevsehir.edu.tr.

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