The Effect of Blended Learning on Students Attitude and Motivation toward Social Studies

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The aim of this research is to analyze effect of blended learning environment on secondary (middle) school student s motivation and attitude in social studies class. Pretest-posttest control group quasi experimental design was utilized in this study. The study was conducted with 52 students in experimental group and 55 students in control group studying in grade 7. 7. According to the study’s findings, the increse of the attitudes towards the course in blended learning environment group was significantly larger than the increase observed within face-to-face group. In addition, the blended learning approach was found to have medium effect size on students attitudes towards the course (d= .66, η2= 0.1). No meaningful statistical differences were detected for students’ motivation between blended learning and face-to-face learning environment. However, in blended learning approach, average development of student motivation toward the course showed a meaningful rise when compared to face-to-face learning approach. At the same time blended learning environments have a medium level effect size on students develop of motivation toward the course (d= .51, η2= .08).

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Blended learning , motivation , attitude , blended learning in middle school , course of social studies.

pamukkale university journal of education

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pamukkale university journal of education