The Effect of Blended Learning According to the Strategy of Educational Pillars on the Academic Achievement of the Fifth Grade Students in History
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Abstract
The aim of the research is to identify the effect of the pillars of Educational strategy using blended learning on the academic achievement of the fifth grade students in history. Following the quasi-experimental approach, the research sample reaches (32) students of the fifth grade who are distributed into two groups equally. The two groups are taught by means of blended learning. While the experimental group follows the educational pillars strategy, the group control follows the usual method. The two groups have parity in the variables of age, intelligence, previous knowledge, and the educational attainment of the parents.
The achievement test consists of (40) items. A type of multiple choice was prepared to test validity, reliability and other characteristics. In addition, the appropriate statistical methods are used, and the results show the superiority of the experimental group over the control group in the achievement test.
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