Blended Learning Approach for Less Proficient Students

Autor/inn/en	Yusoff, Sarah; Yusoff, Rohana; Md Noh, Nur Hidayah
Titel	Blended Learning Approach for Less Proficient Students
Quelle	In: SAGE Open, 7 (2017) 3Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244017723051
Schlagwörter	Blended Learning; Teaching Methods; College Students; Learning Processes; Learning Motivation; Cognitive Style; Business Administration Education; Statistics; Introductory Courses; Scores; Tests; Academic Achievement; Educational Benefits; Remedial Instruction; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Cognitive styles; Kognitiver Stil; Statistik; Einführungskurs; Examination; Prüfung; Examen; Schulleistung; Bildungsertrag; Förderkurs; Ausland
Abstract	This article describes the implementation of blended learning in a higher education institution by focusing on the less proficient students. Malaysia's Ministry of Higher Education has urged every university to introduce blended learning in their teaching and learning processes as a new approach. Nevertheless, there are less proficient students who are hesitant, less motivated, and face difficulty in associating learning with technological applications. Our main purpose is to show how blended learning can be designed to suit the less proficient students by first identifying their learning styles and then creating a motivating supportive learning system through the use of teaching technology applications. The sample size for this study is 64 business program students from four groups taking the course Introduction to Statistics in two consecutive semesters. These are students who had to repeat a few subjects including Introduction to Statistics as well as students who entered university with lower qualifications and had to undergo one semester of booster certification program. Final examination scores are used as a measure of students' performance. Comparison using examination marks scored is shown using independent t test, mean effect size, and Box and Whiskers plot. Results showed noticeable difference in examination scores obtained by the different groups of students. As a conclusion, while blended learning approach bears many benefits, it has to be tailored to suit the different students' cognitive levels as well as learning styles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01