The key goal of the paper is to study the influence of blended learning on the academic performance of students of a statistics Bluman course at the University of Ajman. The study designe was quasi-experimental. The study sampled 268 students divided into two an experimental group (n = 135) that used blended learning; and a control group (n = 133) taught by the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students' post-test in the two study groups. This is in favor of experimental group, educated using blended learning. Furthermore, in the results, the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and according to the students' academic year (supporting those students in the fourth academic year). However, there were no statistically significant differences among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.
The key goal of the paper is to study the influence of blended learning on the academic performance of students of a statistics Bluman course at the University of Ajman. The study designe was quasi-experimental. The study sampled 268 students divided into two an experimental group (n = 135) that used blended learning; and a control group (n = 133) taught by the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students' post-test in the two study groups. This is in favor of experimental group, educated using blended learning. Furthermore, in the results, the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and according to the students' academic year (supporting those students in the fourth academic year). However, there were no statistically significant differences among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.