A Blended Learning Approach for Teaching Computer Science in High Schools

Autor/inn/en	Bedebayeva, Maira; Grinshkun, Vadim; Kadirbayeva, Roza; Zhamalova, Kamshat; Suleimenova, Laura
Titel	A Blended Learning Approach for Teaching Computer Science in High Schools
Quelle	In: Cypriot Journal of Educational Sciences, 17 (2022) 7, S.2235-2246 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bedebayeva, Maira) ORCID (Grinshkun, Vadim) ORCID (Kadirbayeva, Roza) ORCID (Zhamalova, Kamshat) ORCID (Suleimenova, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-9076
Schlagwörter	Blended Learning; High School Students; Teaching Methods; Gender Differences; Computer Science Education; Teacher Competencies; Teacher Attitudes; High School Teachers; Measures (Individuals); Teacher Motivation; Teaching Experience; Foreign Countries; Kazakhstan + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Computer science lessons; Informatikunterricht; Lehrkunst; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Messdaten; Ausland; Kasachstan
Abstract	The purpose of this research is to determine the proficiency levels of teachers giving computer education in high schools regarding blended learning. In this study, the competencies of teachers who give computer education in high schools regarding blended learning were handled in accordance with the survey model, which is one of the quantitative research methods. The study group of the research consists of 345 computer teachers who teach in high schools in the city of Almaty, Kazakhstan in the 2021-2022 academic year. The data of the study were collected with the blended learning proficiency scale developed by the researchers. As a result of the research, it was seen that the teachers giving computer education in high schools were high in the motivation sub-dimension of blended learning and moderate in the application sub-dimension. It has been determined that the blended learning competencies of the teachers are at a moderate level throughout the scale. Teachers' competencies in blended learning show a significant difference according to the gender variable. As a result of the research, it was determined that the blended learning competencies of female teachers were higher than male teachers. It was concluded that teachers' blended learning competencies did not show a significant difference according to the seniority variable. In-service training courses should be organised to increase the blended learning competencies of teachers giving computer education in high schools. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: https://un-pub.eu/ojs/index.php/cjes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01