The present study aimed to investigate the effect of blended learning on developing critical thinking skills of a sample of students at Teachers' College in King Saud University. The study sample included 58 students who were divided randomly into two groups; one was an experimental group with 27 students and the other was a control group with 31 students. The following tools were used: E-courses, Watson - Glaser Critical Thinking Test (short form.)The researcher taught the experimental group using blended learning via Blackboard, while the control group was taught using traditional education. The results showed that: There were no statistically significant differences between the experimental group and the control group in critical thinking skills.
| Published in | Education Journal (Volume 2, Issue 4) |
| DOI | 10.11648/j.edu.20130204.21 |
| Page(s) | 176-185 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Blended Learning, Critical Thinking, E-Courses, Watson - Glaser Critical Thinking Test
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APA Style
Khaled Nahs Raqas Alotaibi. (2013). The Effect of Blended Learning on Developing Critical Thinking Skills. Education Journal, 2(4), 176-185. https://doi.org/10.11648/j.edu.20130204.21
ACS Style
Khaled Nahs Raqas Alotaibi. The Effect of Blended Learning on Developing Critical Thinking Skills. Educ. J. 2013, 2(4), 176-185. doi: 10.11648/j.edu.20130204.21
AMA Style
Khaled Nahs Raqas Alotaibi. The Effect of Blended Learning on Developing Critical Thinking Skills. Educ J. 2013;2(4):176-185. doi: 10.11648/j.edu.20130204.21
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Download@article{10.11648/j.edu.20130204.21,
author = {Khaled Nahs Raqas Alotaibi},
title = {The Effect of Blended Learning on Developing Critical Thinking Skills},
journal = {Education Journal},
volume = {2},
number = {4},
pages = {176-185},
doi = {10.11648/j.edu.20130204.21},
url = {https://doi.org/10.11648/j.edu.20130204.21},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130204.21},
abstract = {The present study aimed to investigate the effect of blended learning on developing critical thinking skills of a sample of students at Teachers' College in King Saud University. The study sample included 58 students who were divided randomly into two groups; one was an experimental group with 27 students and the other was a control group with 31 students. The following tools were used: E-courses, Watson - Glaser Critical Thinking Test (short form.)The researcher taught the experimental group using blended learning via Blackboard, while the control group was taught using traditional education. The results showed that: There were no statistically significant differences between the experimental group and the control group in critical thinking skills.},
year = {2013}
}
TY - JOUR T1 - The Effect of Blended Learning on Developing Critical Thinking Skills AU - Khaled Nahs Raqas Alotaibi Y1 - 2013/08/10 PY - 2013 N1 - https://doi.org/10.11648/j.edu.20130204.21 DO - 10.11648/j.edu.20130204.21 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 176 EP - 185 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20130204.21 AB - The present study aimed to investigate the effect of blended learning on developing critical thinking skills of a sample of students at Teachers' College in King Saud University. The study sample included 58 students who were divided randomly into two groups; one was an experimental group with 27 students and the other was a control group with 31 students. The following tools were used: E-courses, Watson - Glaser Critical Thinking Test (short form.)The researcher taught the experimental group using blended learning via Blackboard, while the control group was taught using traditional education. The results showed that: There were no statistically significant differences between the experimental group and the control group in critical thinking skills. VL - 2 IS - 4 ER -
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