The Effect of Teaching Mathematics Using Blended Learning on Achievement and Development of Critical Thinking Skills among First-Grade Female Students of the Intermediate Stage

Abstract

The research aims at determining the effect of teaching mathematics using blended learning on achievement and critical thinking skills development among first-grade female students of the intermediate stage. In order to verify research objective, a quasi-experimental approach was applied. The researcher used an integrated e-program, and prepared two research tools which are the achievement test and critical thinking skills test in “Integers” unit, and selected a random sample of (60) first-grade female students of the intermediate stage in Department of Education of Shaqra Province, and the sample was divided into two equal groups: an experimental group consisting of (30) female students who studied using blended learning, and a control group of (30) female students studied using the usual method. The two research groups were pretested for their equivalence by applying the two tests. The research experiment was applied during the first semester of the year 1440 AH, 1441 AH, after which the two groups underwent the two tests. Research results revealed that there were statistically significant differences at the level of significance (0.05) between the average scores of the female students of the experimental and control groups in the post-test in achievement and critical thinking skills in favor of the female students of the experimental group. The blended learning also had an effect in raising achievement and developing critical thinking skills among first grade female students of the intermediate stage. In light of these results, the researcher presented some recommendations and proposals.