شبكة المعلومات العربية التربوية

The current research aims at identifying the efficacy of a blended learning-based program on the academic achievement of class six students, in the two units of Geometry and Measurement as well as the orientation towards a blended learning. To achieve the aims of the study, the researcher used Quasi- experimental approach, which depends on designing both the controlling and the experimental groups. The research Hypotheses are as follows There are no statistically significant differences at the level of (0.05) or less between the mean scores of the two groups in pre-application of the Achievement test There are statistically significant differences at the level (0.05) or less between the mean scores of the two groups in the metasearch application for the test achievement for the benefit of the mean scores of the experimental group The use of blended e-learning realized an educationally acceptable level of efficacy in enhancing the achievement of the experimental-group students, in the two units of Geometry and Measurement There are statistically significant differences at the level (0.05) or less between the mean scores of the experimental group in the pre and post-applications of the motivation scale for the benefit of the post application mean scores Research tools and materials have been designed to realize the following targets a. an achievement test as well as a blended learning motivation scale b. the preparation of the two units of Geometry and Measurement to be suitable for being taught via blended learning c. after the verification of the authenticity and validity of study tools, they have been applied on the intended specimen, that is to say the selection of two primary six classes, one functioning as a controlling group and the other as an experimental one. The experiment continued for seven days; meanwhile, the researcher used a number of statistical methods and processes to realize the following study outcomes On proving the second and the third hypotheses, we can safely say that above-mentioned results are attributable to application of the blended learning in teaching the two units of Geometry and Measurement for the class six students. As a corollary, the blended learning method betters the teacher’s chances to follow up his students, especially the weak ones, which subsequently leads to their better achievement. Moreover, blended-learning method generates several interactions between the teacher and the learner, the learner and the educational material, which leads to better understanding of the taught material and better academic achievement On proving the fourth hypothesis, regarding the orientations towards blended learning, we can safely say that application of the blended learning in teaching the two units of Geometry and Measurement for the experimental group has developed the orientation towards blended learning. It can be concluded that the blendedlearning method improves the students’ performance in mathematics, and makes them much more motivated to learn it. (Published abstract)