THE EFFECT OF TEACHING GEOGRAPHY ON THE STRATEGY OF BLENDED EDUCATION ON ACHIEVEMENT AND DEVELOPMENT OF SCIENTIFIC THINKING AMONG STUDENTS OF THE COLLEGE OF BASIC EDUCATION

Authors

  • Asst. Prof. Yousra Karim Hashem, Asst.Prof. Dr. Alaa Ali Hussein

Abstract

The current research aims to know: “The effect of teaching geography on the strategy of
blended education on achievement and development of scientific thinking among students of the
College of Basic Education.” To achieve the goal of the research, the two researchers put the
following hypotheses:
1. There is no statistically significant difference at the level of significance (0,05) between
the average scores of the experimental group students who study the geography subject
according to the blended education strategy and the average scores of the control group
students who study the same subject in the traditional way in the post-achievement test.
2. There is no statistically significant difference at the level of significance (0, 05) between
the average scores of the experimental group students who study the geography subject
according to the blended education strategy and the average scores of the control group
students who study the same subject in the traditional way in the post-scientific thinking
test.
3. There is no statistically significant difference at the level of significance (0,05) between
the average scores of the experimental group students who study geography according to
the mixed education strategy between the pre and post- test of scientific thinking.

4. There is no statistically significant difference at the level of significance (0.05) between
the average scores of the control group students who study geography in the traditional
way between the pre and post-test for scientific thinking.

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Published

2020-11-01

How to Cite

Asst. Prof. Yousra Karim Hashem, Asst.Prof. Dr. Alaa Ali Hussein. (2020). THE EFFECT OF TEACHING GEOGRAPHY ON THE STRATEGY OF BLENDED EDUCATION ON ACHIEVEMENT AND DEVELOPMENT OF SCIENTIFIC THINKING AMONG STUDENTS OF THE COLLEGE OF BASIC EDUCATION. PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(6), 9570 - 9597. Retrieved from http://mail.palarch.nl/index.php/jae/article/view/2506