فاعلية برنامج قائم على التعليم المدمج في تحصيل طالبات الصف العاشر في النحو والاتجاه نحوه في غزة
This study aimed to investigate the effectiveness of blended learning on tenth female graders' achievement in grammar in Gaza and their attitude towards It. To achieve the study aims, the researcher adopted the quasi-experimental approach with two groups' pre-post design (experimental and control). The researcher designed the following study instruments and tools: content analysis, achievement test consisting of (50) items, a pre-designed attitude scale to measure the experimental students' attitude towards grammar consisting of (40) items, and a blended learning grammar program, in the following four domains (Discrimination, Adjective, Assertion, and Wildcard), from Tenth Graders' Arabic Textbook in writing skills. After examining the validity and reliability of the tools and instruments, they were implemented on the study purposeful sample consisted of (40) students from Shohadaa' Khozaa Secondary Female School from the original population of (1287) from East Khanyounis Directorate of Education 2012-2013. The sample was divided into two groups. Each group was randomly selected from two different class to constitute (20) girls for the experimental and (20) for the control. The two groups were equivalent in their age, previous learning, achievement in general and achievement in Arabic. The blended learning program was used in teaching the experimental group, while the traditional method was used with the control one in the second term of the school year (2012-2013). The experiment lasted for eight weeks (1 lesson per week). The researcher used the following statistical methods to reach the results: (Holesti Formula, Mean, Standard Deviation, Pearson Coefficient, Kuder Richardson Formula (k_R20), Spearman Brown Equation, effect Size Formula and T-Test). After the statistical analysis, the findings of the study revealed that there were significant differences at (α= 0.05) in students' scores of the control and the experimental groups in favor of the experimental group and which is attributed to the blended learning program. The findings also pointed out that there were statistically significant differences at (α= 0.05) in the participants' achievement level before and after implementing the blended program in the favor of the post application. Additionally, there were statistically significant differences at (α= 0.05) in the participants' achievement level of the control and the experimental groups (high and low achievers) in favor of the experimental group. Finally, there were also statistically significant differences at (α= 0.05) in the participants' the experimental group participants towards grammar in favor of the post-application. Based upon the previous findings, the study recommended that teachers are advised to adopt blended learning in teaching various subjects, spreading technical awareness among students, training them on employing modern technology in learning such as: email, search drives, chat rooms, as well as forums, holding educational courses and workshops for teachers in general and of Arabic in particular in employing blended learning to enrich the teaching learning process and develop students' achievement level and their attitudes towards the subjects Also, it suggested that further researches should be conducted on the effects of the blend on different Arabic subjects, developing students' creative thinking, other school subjects as well as in dealing with learning difficulties in Arabic. (Author's abstract)