Effectiveness of a Blended Learning–Based Strategy in Developing Life Skills among Psychology Students
Article Sidebar
Main Article Content
Abstract
This study aims to explore the effectiveness of a blended learning strategy in enhancing the life skills of students in the Department of Psychology, considering variables such as gender, academic level, and course. The study sample consists of 191 students, randomly selected from the department. The present paper employs a questionnaire to assess life skills as a data collection tool, comprising 40 items distributed across eight domains: communication, problem-solving, leadership, cooperation, teamwork, responsibility, self-confidence, acceptance of diversity, and decision-making. Data were analyzed using means and standard deviations, in addition to t-tests, analysis of variance (ANOVA), and Scheffé tests for post-hoc comparisons.
The results indicate an improvement in life skills following the implementation of the blended learning strategy. Male students showed significant development in their skills compared to female students. Additionally, fourth-year students demonstrated greater progress than their peers in other academic levels. Based on the study’s findings, the study recommends incorporating blended learning into the educational process and expanding its application, given its positive impact on enhancing and developing life skills among psychology students.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abu Al-Makarem, Jad Allah (2018). Life Skills in a Changing World. Egypt: Educational Library.
Abu Al-Reesh, Ilham Harb (2013). The effectiveness of a blended learning-based program on the achievement of tenth-grade female students in grammar and their attitudes toward it in Gaza. Unpublished Master’s Thesis, The Islamic University of Gaza.
Al-Fiqi, Dalia El-Sayed (2012). The effectiveness of blended learning in developing skills of designing and producing innovative projects in object-oriented programming among first-year secondary students and its relationship to achievement motivation. Unpublished Master’s Thesis (1st ed.).
Al-Rantisi, Mahmoud & Aql, Majdi (2011). Educational Technology: Theory and Practical Application. The Islamic University of Gaza.
Al-Sa’i, Ahmed (2002). The effect of different modes of presenting multimedia computer programs on computer learning anxiety and students’ attitudes toward its use in education, as well as their achievement in the field of educational technology. Journal of the College of Education.
Al-Yamani, Abdul Karim Ali (2009). Learning and Teaching Strategies (1st ed.). Zamzam Publishers and Distributors, Amman, Jordan.
Atiya, Mohsen Ali (2009). Total Quality and Innovations in Teaching (1st ed.). Dar Safaa for Publishing and Distribution, Amman, Jordan.
Hoffman, A. M. (2006). The Capability Approach and Educational Policies and Strategies: Effective Life Skills Education for Sustainable Development. AFD, Paris.
http://p21.org/overview/skills_framework
Jamil, S. A. K. (2021). The impact of the blended education strategy on literary fourth student achievement and the development of their sports culture. Journal of Tikrit University for Humanities, 28(8), 510–487. https://doi.org/10.25130/jtuh.28.8.2021.22
Kumar, P. (2017). Morality and Life Skills: The Need and Importance of Life Skills Education. International Journal of Advanced Education and Research, 2(4), pp. 144–148. The Partnership for 21st Century Skills, (2006). framework for 21st century .13 learning
Morsi, Mohamed Hatem Mohamed (2015). The effectiveness of the differentiated instruction approach in teaching science on developing scientific concepts and attitudes toward science among primary school students in the Kingdom of Saudi Arabia. Journal of Science Education, Egyptian Society for Science Education, Vol. 18, No. 1, Cairo.
Prajapati, R. K.; Sharma, B. & Sharma, D. (2017). Significance of Life Skills Education. Contemporary Issues in Education Research, 10(1), pp. 1–6.
Rossett, A., Felicia, D., & Rebecca, V. F. (2003). Strategies for Building Blended Learning. Learning Circuits, ASTD, Online Magazine: All About E- learning.
Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51–54.
UNESCO. (2000a). The Dakar Framework for Action. Paris: UNESCO.