أثر برنامج تعليمي قائم على التعلم المختلط في التفكير الهندسي لدى طلبة الصف الثامن الأساسي بسلطنة عمان مختلفي الأساليب المعرفية
The study aimed to investigate the impact of a blended learning-based educational program on the geometric thinking of eighth-grade students with different cognitive styles. Employing a quasi-experimental approach with pre- and post-measurements, the study included a sample of 135 eighth-grade students. They were divided into two groups: an experimental group of 65 students who utilized an educational program based on blended learning, and a control group of 70 students who followed the traditional teaching method. The study results indicated a significant effect of the blended learning-based educational program on geometric thinking. Moreover, statistically significant differences in geometric thinking were observed based on cognitive styles (independent vs. dependent), favoring independent students. However, there was no observed interaction between the teaching method and cognitive styles in the geometric thinking test. The study recommends the incorporation of educational programs based on blended learning in mathematics education, suggesting the enrichment of the Arabic library with videos and electronic applications. (Published abstract)