أثر التعلم المدمج في تحصيل الطلبة العمانيين ذوي صعوبات تعلم الرياضيات
This quasi-experimental study aimed to identify the effects of the blended learning on the achievement of Omani students with mathematics learning disabilities (MLD). The study sample consisted of 18 male and female students with MLD enrolled in a learning disabilities program in two first-cycle schools in Muscat Governorate, Oman. One of the two schools was randomly selected as a control group and the second as an experimental group. A pre and post achievement test in mathematics was applied to the students in the two groups. The students in the experimental group were taught according to blended learning for eight weeks. The results indicated that there were statistically significant differences between the means of the two groups in the post-achievement test, in favor of the students in the experimental group. There were statistically significant differences due to grade in favor of the fourth-grade students in the experimental group, and there were no differences attributed to gender. The study recommended that blended learning be included in the learning disabilities program and conducting studies dealing with the effects of augmented reality and artificial intelligence on students with MLD. (Author’s abstract)