أثر برنامج تعليميّ قائم على التعلّم المختلط في التفكير الهندسيّ لدى طلبة الصف الثامن الأساسيّ بسلطنة عُمان مختلفي الأساليب المعرفيّة

Salim Mohammed  Al Mammari; Mohammed said  Al Ghafri; Adnan Saleem  Al Abed

doi:10.35516/edu.v51i2.5597

Authors

Salim Mohammed Al Mammari Department of Education Supervision, Ministry of Education, Al Dhahirah, Sultanate of Oman https://orcid.org/0000-0002-5169-0289
Mohammed said Al Ghafri Department of Curricula and Instruction, College of Education, Sultan Qaboos University, Muscat, Sultanate of Oman https://orcid.org/0009-0000-3486-5051
Adnan Saleem Al Abed Department of Curricula and Instruction, College of Educational Sciences, University of Jordan, Amman, Jordan https://orcid.org/0000-0002-6558-9552

DOI:

https://doi.org/10.35516/edu.v51i2.5597

Keywords:

Educational program, blended learning,, cognitive styles, geometric thinking

Abstract

Objectives: 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.

Methods: 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.

Results: 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.

Conclusions: 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.

Downloads

Download data is not yet available.

References

Altakhyneh, B. H. (2018). Levels of Geometrical Thinking of Students Receiving Blended Learning in Jordan. Journal of Education and Learning (EduLearn), 12 (2), 159.

Attard, C. & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal, 34 (5), 719 - 740.

Baidowi, B., Sarjana, K., Novitasari, D., & Kurniawan, E. (2023). Analysis of students’ geometric thinking level in blended learning setting. In AIP Conference Proceedings (Vol. 2619, No. 1). AIP Publishing.‏

Cohen, J. (1988). statistical Power Analysis for Behavioral Sciences (2¬¬¬nd ed.). Lawrence Erlbaum Associates Publishers.

Dindyal, J. (2007). The Need for an Inclusive Framework for Students’ Thinking in School Geometry. In Montana Council of Teachers of Mathematics, 4, (11), (1551–3440).

Ekawati, M. & Asih, E. (2019). Mathematical reflective thinking process based on cognitive style Mathematical reflective thinking process based on cognitive style. Journal of Physics: Conference Series PAPER, 1–8. Indonesia.

Ersoy, M., İlhan, O. A., & Sevgi, S. (2019). Analysis of the Relationship between Quadrilaterals Achievement Levels and Van Hiele Geometric Thinking Levels of the Seventh Grade Students. Higher Education Studies, 9 (3), 1- 11.

Fitriani, Fatimah, S., & Herman, T. (2021). Blended learning based on ebook integrated Youtube in learning mathematics. Journal of Physics: Conference Series, Indonesia.

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Journal of Internet and Higher Education, 18, 4–14.

Haviger, J. & Vojkovkova, I. (2015). The van Hiele Levels at Czech Secondary Schools. Journal of Social and Behavioral Sciences, 171, 912–918.

Helsa, Y. & Kenedi, A. K. (2019). Edmodo-Based Blended Learning Media in Learning Mathematics. Journal of Teaching and Learning in Elementary Education (Jtlee), 2 (2), 107–117.

Hess, R., Hagemeier, N. E., Blackwelder, R., Rose, D., Ansari, N., & Branham, T. (2016). Teaching communication skills to medical and pharmacy students through a blended learning course. American Journal of Pharmaceutical Education, 80 (4), 64.

International Association for the Evaluation of Educational Achievement (IEA). (2019). Mathematics - Grade 8 : Introduction. TIMSS & PIRLS International Study Cente.

Kaleli, G. & Koparan, T. (2016). The Effect of Designed Geometry Teaching Lesson to the Candidate Teachers ’ Van Hiele Geometric Thinking Level. Journal of Education and Training Studies, 4 (1), 129–141.

Lin, Y. W., Tseng, C. L., & Chiang, P. J. (2017). The Effect of Blended Learning in Mathematics Course. Eurasia Journal of Mathematics, Science and Technology Education, 13 (3), 741–770.

Ma, H. L., Lee, D. C., Lin, S. H., & Wu, D. B. (2015). A study of Van Hiele of geometric thinking among 1 st through 6 th Graders. Eurasia Journal of Mathematics, Science and Technology Education, 11 (5), 1181–1196.

Mason, M. M. (1997). The van Hiele model of geometric understanding and mathematically talented students. Journal for the Education of the Gifted, 21 (1), 38–53.

Maswar, M., Tohir, M., Ayu, D., Pradita, R., Asyari, N., Sardjono, W., Selviyanti, E., Ibrahimy, U., & Jember, P. N. (2022). MATHEMATICS PROBLEM SOLVING BASED ON COGNITIVE STYLE COVID-19 PANDEMIC ERA. Journal of Mathematics Education and Learning, 4(1), 37–51.

Meltem, E. (2015). The effectiveness of blended learning environments. Contemporary Issues In Education Research – 4th Quarter, 8 (4), 251–256.

Misnasanti, & Mahmudi, A. (2018). Van Hiele Thinking Level and Geometry Visual Skill towards Field Dependent-Independent Students in Junior High School. The 5th International Conference on Research, Implementation, & Education of Mathematics and Sciences 7–8 May 2018, Yogyakarta, Indonesia

National Council of Teachers of Mathematics. (2000). Principle and Standards for School Mathematics. In Reston, VA: NCTM.

Osguthorpe, T. & Graham, C. R. (2003). BLENDED LEARNING ENVIRONMENTS Definitions and Directions. Journal of The Quarterly Review of Distance Hducation, 4 (3), 227–233.

Paksu, A. D. (2016). Van Hiele levels of geometric thinking. E. Bingölbali, S. Arslan, İÖ Zembat (Ed.).

Stols, G. (2012). Does the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers ? Australasian Journal of Educational Technology, 28 (7), 1233–1247.

Valiathan, P. (2002). Blended learning models. Learning circuits, 3 (8), 50-59.‏

Wijayanti, R. T., Chrisnawati, H. E., & Fitriana, L. (2019). Blended learning with schoology in mathematics: Student’s activity and their outcome. Conference Series, Seminar on Advances in Mathematics, Science and Engineering for Elementary School (SAMSES 2018) 16 August 2018, Yogyakarta, Indonesia

Witkin, H. A., Moore, C. A., Goodenough, D., & Cox, P. W. (1977). Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications. Review of Educational Research, 47 (1), 1–64.