أثر التعليم المدمج والتعلم النشط في تحصيل طلبة قسم الرياضيات في كلية التربية للعلوم الصرفة / ابن الهيثم في مادة المناهج وطرائق التدريس وذكائهم الشخصي
This research aims to discover the effect of blended teaching and active learning on achievement of students in Mathematics Department In The College of Education for Pure Science / Ibn Al-Haitham In The subject of curriculum and teaching methods and on Their Personal Intelligence, by answering the following two questions: a) Which is better blended teaching or active learning on achievement of students in Mathematics Department In The College of Education for Pure Science / Ibn Al-Haitham In The subject of curriculum and teaching methods ?b) Which is better blended teaching or active learning on the personal intelligence of students in Mathematics Department In The College of Education for Pure Science / Ibn Al-Haitham. In order to achieve the objectives of the research and it’s questions hypothesized the following zero hypotheses: 1) There is no difference of statistically significant at the level of 0.05 between the mean of achievement test degrees of the first experimental group students who are studying by using the blended teaching and degrees of the second experimental group students who are studying the same subject by using active learning. 2) There is no difference of statistically significant at the level of 0.05 between the mean of personal intelligence scale degrees of the first experimental group students who are studying by using the blended teaching and degrees of the second experimental group students who are studying the same subject by using active learning 76 students have been chosen from the third grade students in the mathematics department to represent experimental research sample, every experimental group consisted of 38 students, and the researcher taught both of groups of research experimental herself on according to the teaching plans previously prepared for both sets of search according to the independents variables of research .Respecting for the two tools of research two experimental groups have been tested by the achievement test prepared by the researcher to measure the achievement of the two groups of research in the subject of the curriculum and teaching methods, which consists of 50 items varied between objective and subjective items, researcher investigated it’s validity and reliability and measured the difficulty mean and it’s discrimination and the activity of wrong variables of multiple choice. The second tool is personal intelligence scale which also consists of 50 items, reliability and validity measured and conducted statistical analyzes to measure the difficulty and easy means. After using t-test for two independent samples to analyze the results, results indicated acceptance the zero hypotheses the first and the second referring to no differences of statistically significant between the two experimental groups variables: achievement and personal intelligence, which can be concluded that the built-education and active learning have the same effectiveness in the achievement of the third grade students in Department of Mathematics in the College of Education for Pure Sciences/ Ibn al-Haitham and personal intelligence, and the researcher recommends using the blended teaching and active learning in teaching as modern methods in teaching curriculum and methods of teaching. (Author’s abstract)