Purpose

The research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education attributed to the method of teaching (blended learning, traditional).

Design/methodology/approach

The research applied a Quasi-experimental. The current research used two groups experimental group and controlled group across two phases: pilot study and experimental study. Phase 1 examined the difference between the pilot group and the nonpilot group at Sharjah colleges across three different courses: Fundamentals of Applied Mathematics, Professional Communication and Reporting and Basic Research Methods during the spring semester 2019 at Sharjah colleges. Phase 2 examined the difference between the experimental group (using blended learning during summer 2019) and the controlled group (learned the same courses during summer 2018) across three different courses and the same three courses.

Findings

There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Fundamentals of Applied Mathematics (LSM 1000) course between the experimental and controlled groups. There is a statistically significant difference at significance level (a = 0.05) in students' achievements in the Professional Communication and Reporting (LSC 1103) in favor of the experimental group course at higher education attributed to the method of teaching (blended learning, traditional). There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Basic Research Methods (LSS 1123) between the experimental and controlled groups.

Research limitations/implications

1. The study is limited to students of Higher Colleges of Technology in the UAE. 2. The study is limited to the General Studies Department at Higher Colleges of Technology. 3. The achievement test used in the study is a standardized test developed by the college.

Originality/value

This research considered the first research to discuss the effectiveness of using blended learning where three teaching strategies are combined together (normal face-to-face classes, flipped classroom and online face-to-face classes) in students' achievement at higher education in the UAE.

中文翻译：

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使用混合学习教学和学习策略提高学生在高等教育中表现的有效性

目的

该研究旨在通过回答以下问题来确定混合学习策略对阿拉伯联合酋长国 (UAE) 高等技术学院学生成绩的有效性：在显着性水平上是否存在统计显着差异（a  = 0.05) 学生在高等教育通识教育课程中的成绩归因于教学方法（混合学习，传统）。

设计/方法/途径

该研究应用了准实验。目前的研究采用两组实验组和对照组，分为先导研究和实验研究两个阶段。第 1 阶段检查了沙迦大学 2019 年春季学期在沙迦大学开设的三门不同课程中试点组和非试点组之间的差异：应用数学基础、专业交流和报告以及基础研究方法。第 2 阶段检查了实验组（在 2019 年夏季使用混合学习）和控制组（在 2018 年夏季学习相同课程）在三门不同课程和相同三门课程之间的差异。

发现

 实验组和对照组学生在应用数学基础 (LSM 1000) 课程中的成绩在显着性水平 ( a = 0.05)上没有统计学上的显着差异。 学生在专业交流和报告 (LSC 1103) 方面的成绩在显着性水平 ( a = 0.05) 上存在统计学上的显着差异，这有利于归因于教学方法（混合学习，传统）的高等教育实验组课程.  实验组和对照组之间学生在基础研究方法 (LSS 1123) 的成绩在显着性水平 ( a = 0.05)上没有统计学上的显着差异。

研究局限性/影响

1. 本研究仅限于阿联酋高等技术学院的学生。2. 本研究仅限于高等技术学院通识科。3. 所用成绩测试为学院制定的标准化测试。

原创性/价值

本研究首次探讨了将三种教学策略（普通面授课堂、翻转课堂和在线面授课堂）结合在一起的混合学习对学生在高等教育中取得的成就的有效性的研究。阿联酋。