أثر استخدام التعلم المدمج في تدريس مقرر الحاسب الآلي على تنمية بعض مهارات برنامج البوربوينت لدى طالبات الدبلوم العام شعبة مواد صناعية واتجاهاتهن نحوه
The research aimed to identifying the effects of using blended learning in teaching computer course on Developing some PowerPoint program skills among Industrial Section, General Diploma Female Students and their attitudes towards it. The descriptive approach has been used to study literature, previous research, content analysis and the preparation of research tools. Also, the quasi-experimental approach has been adopted to conduct the research experiment. The researcher has prepared a list of PowerPoint program skills that should be available among the students. An achievement cognitive test and observation card have been designed by the researcher to measure the cognitive aspects and performance -related skills of the PowerPoint program. An attitude scale to measure the students’ attitudes towards the use of blended learning in teaching computer course, in addition to the educational software has been used. After verifying the validity, the reliability of the research tools and their suitability for application, the research tools have been applied to a sample of Industrial Section, General Diploma Female Students n=60 at the Faculty of Education, Menoufia University. Students were divided into two groups, one control and the other experimental. The results of research indicated that the use of blended learning in teaching computer course had a major and effective impact on the development of both the cognitive and the PowerPoint program performance -related skills of the experimental group students. The findings of the study also indicated that the use of blended learning in teaching computer course had a major and effective impact on the experimental group students’ attitudes toward its use in teaching the course. Results also indicated a statistically significant difference at (≤0.05) between the mean score of the control group and that of the experimental group in the post application of the cognitive achievement test in favor of the experimental group. Results also indicated a statistically significant difference at (≤0.05) between the mean score of the control group and that of the experimental group in the post application of the attitude scale in favor of the experimental group. (Published abstract)