فاعلية استراتيجية التعلم المدمج في تدريس الهندسة على التحصيل وتنمية التفكير الهندسي لدى طلاب الصف الثاني المتوسط
This study aimed to identify the effectiveness of using blended learning in teaching geometry on developing geometrical achievement and thinking with second intermediate graders. It was applied on a sample consists of 55 students from second intermediate graders at Al-Baha Directorate of Education. The first class consists of 27 students represent the experimental group, and the second is 28 students represent the control group. The study was applied in the first semester of the academic year 1434/1435 H. The researcher prepared achievement test and test of geometrical thinking. The study reached to that there are statistically significant differences at 0.01 in favor of the experimental group in achievement at all level. Also, the study reached to experimental group superiority in the test of geometrical thinking as a whole, and in each level of its levels at 0.01 with high effect size. Moreover, there is statistically significant positive correlation at 0.01 among geometrical achievement and thinking. (Published abstract)