The Effectiveness of Hybrid Learning in Acquiring Science and Engineering Practices Among Eighth-Grade Female Students According to Their Cognitive Style in the Sultanate of Oman
DOI:
https://doi.org/10.35516/Edu.2025.10348Keywords:
Cognitive Style, Hybrid Learning, Science and Engineering Practices, Sultanate of Oman.Abstract
Objectives: This study aimed to investigate the effectiveness of hybrid learning in acquiring scientific and engineering practices among eighth-grade female students, according to their cognitive styles (field-dependent and field-independent).
Methods: A quasi-experimental design was used. The experimental group consisted of 35 students who were taught using hybrid learning, which combined three learning environments: synchronous face-to-face learning, synchronous remote learning, and asynchronous learning via a dedicated online platform. The control group, also consisting of 35 students, was taught using the traditional method. The Group Embedded Figures Test was administered to classify students by cognitive style into field-independent and field-dependent. After the instructional intervention, both groups took a scientific and engineering practices test. The study was conducted during the second semester of the 2023/2024 academic year.
Results: The results showed statistically significant superiority for the experimental group in all scientific and engineering practices compared to the control group, indicating a positive effect of the hybrid teaching method. Additionally, significant differences were found in two specific practices, “data analysis and interpretation” and “information acquisition and evaluation,” favoring students with a field-independent cognitive style. However, no significant interaction was found between teaching method and cognitive style.
Conclusions: The study confirmed the effectiveness of hybrid learning in developing scientific and engineering practices. It recommends utilizing hybrid learning to address challenges in science education, such as curriculum density and limited learning time. The study also suggests offering training workshops for teachers on implementing hybrid learning in science classes.
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Accepted 2025-05-29
Published 2025-06-25
