The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances

Mohammad Abdu Ahmed Al-Mekhlafi; Eman Abdulghani Al-Sharjabi; Abdulraheem Ali Al-Shothabi

doi:doi:10.11648/j.innov.20220302.15

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The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances

Mohammad Abdu Ahmed Al-Mekhlafi, Eman Abdulghani Al-Sharjabi, Abdulraheem Ali Al-Shothabi

Published in Innovation (Volume 3, Issue 2)

Received: 21 May 2022 Accepted: 7 June 2022 Published: 30 June 2022

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Abstract

This descriptive study surveyed the perceptions and the attitudes of a group of Yemeni student teachers towards technology use in a blended course (BC). It also aims at finding out whether the student teachers differ in their perceptions and attitudes towards blended learning based on their gender. The sample of the study consisted of (128) Yemeni EFL student teachers of the third level who are studying Morphology and Syntax at the Department of English in the College of Education in Sana’a University. The study attempted to answer research questions regarding (a) their perceptions about technology use in a blended classroom, and (b) if the participants’ perception about technology use differ based on their gender. The researchers collected the data via a questionnaire whose results showed positive perceptions about the face-to-face classroom and a negative attitude towards the Web course. The results of the current study showed that the highest mean average among the six domains of the attitudes towards technology use was the domain of Web course (M = 3.85), followed by the domain of Engaging (M = 3.16) and the domain of effectiveness(M = 3.05). In the fourth place came Motivation (M = 3.01) The last two domains with the lowest means were the domain of proficiency (M = 2.91) and the domain of performance (M = 2.48). Moreover, the differences between the attitudes of the male and female students were not statistically significant. The findings of the current study present some pedagogical implications and suggestions for future research studies.

Published in	Innovation (Volume 3, Issue 2)
DOI	10.11648/j.innov.20220302.15
Page(s)	64-71
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.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Blended Classroom, Perceptions, Attitudes, Academic Achievement, Gender

References

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APA Style

Mohammad Abdu Ahmed Al-Mekhlafi, Eman Abdulghani Al-Sharjabi, Abdulraheem Ali Al-Shothabi. (2022). The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances. Innovation, 3(2), 64-71. https://doi.org/10.11648/j.innov.20220302.15

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ACS Style

Mohammad Abdu Ahmed Al-Mekhlafi; Eman Abdulghani Al-Sharjabi; Abdulraheem Ali Al-Shothabi. The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances. Innovation. 2022, 3(2), 64-71. doi: 10.11648/j.innov.20220302.15

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AMA Style

Mohammad Abdu Ahmed Al-Mekhlafi, Eman Abdulghani Al-Sharjabi, Abdulraheem Ali Al-Shothabi. The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances. Innovation. 2022;3(2):64-71. doi: 10.11648/j.innov.20220302.15

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@article{10.11648/j.innov.20220302.15,
  author = {Mohammad Abdu Ahmed Al-Mekhlafi and Eman Abdulghani Al-Sharjabi and Abdulraheem Ali Al-Shothabi},
  title = {The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances},
  journal = {Innovation},
  volume = {3},
  number = {2},
  pages = {64-71},
  doi = {10.11648/j.innov.20220302.15},
  url = {https://doi.org/10.11648/j.innov.20220302.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.innov.20220302.15},
  abstract = {This descriptive study surveyed the perceptions and the attitudes of a group of Yemeni student teachers towards technology use in a blended course (BC). It also aims at finding out whether the student teachers differ in their perceptions and attitudes towards blended learning based on their gender. The sample of the study consisted of (128) Yemeni EFL student teachers of the third level who are studying Morphology and Syntax at the Department of English in the College of Education in Sana’a University. The study attempted to answer research questions regarding (a) their perceptions about technology use in a blended classroom, and (b) if the participants’ perception about technology use differ based on their gender. The researchers collected the data via a questionnaire whose results showed positive perceptions about the face-to-face classroom and a negative attitude towards the Web course. The results of the current study showed that the highest mean average among the six domains of the attitudes towards technology use was the domain of Web course (M = 3.85), followed by the domain of Engaging (M = 3.16) and the domain of effectiveness(M = 3.05). In the fourth place came Motivation (M = 3.01) The last two domains with the lowest means were the domain of proficiency (M = 2.91) and the domain of performance (M = 2.48). Moreover, the differences between the attitudes of the male and female students were not statistically significant. The findings of the current study present some pedagogical implications and suggestions for future research studies.},
 year = {2022}
}

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TY  - JOUR
T1  - The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances
AU  - Mohammad Abdu Ahmed Al-Mekhlafi
AU  - Eman Abdulghani Al-Sharjabi
AU  - Abdulraheem Ali Al-Shothabi
Y1  - 2022/06/30
PY  - 2022
N1  - https://doi.org/10.11648/j.innov.20220302.15
DO  - 10.11648/j.innov.20220302.15
T2  - Innovation
JF  - Innovation
JO  - Innovation
SP  - 64
EP  - 71
PB  - Science Publishing Group
SN  - 2994-7138
UR  - https://doi.org/10.11648/j.innov.20220302.15
AB  - This descriptive study surveyed the perceptions and the attitudes of a group of Yemeni student teachers towards technology use in a blended course (BC). It also aims at finding out whether the student teachers differ in their perceptions and attitudes towards blended learning based on their gender. The sample of the study consisted of (128) Yemeni EFL student teachers of the third level who are studying Morphology and Syntax at the Department of English in the College of Education in Sana’a University. The study attempted to answer research questions regarding (a) their perceptions about technology use in a blended classroom, and (b) if the participants’ perception about technology use differ based on their gender. The researchers collected the data via a questionnaire whose results showed positive perceptions about the face-to-face classroom and a negative attitude towards the Web course. The results of the current study showed that the highest mean average among the six domains of the attitudes towards technology use was the domain of Web course (M = 3.85), followed by the domain of Engaging (M = 3.16) and the domain of effectiveness(M = 3.05). In the fourth place came Motivation (M = 3.01) The last two domains with the lowest means were the domain of proficiency (M = 2.91) and the domain of performance (M = 2.48). Moreover, the differences between the attitudes of the male and female students were not statistically significant. The findings of the current study present some pedagogical implications and suggestions for future research studies.
VL  - 3
IS  - 2
ER  -

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Author Information

Mohammad Abdu Ahmed Al-Mekhlafi

Department of English, Al-Hikma University, Sana’a, Yemen
Eman Abdulghani Al-Sharjabi

Department of English, University of Science and Technology, Sana’a, Yemen
Abdulraheem Ali Al-Shothabi

Department of English, Faculty of Education, Sana’a University, Sana’a, Yemen

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Mohammad Abdu Ahmed Al-Mekhlafi, Eman Abdulghani Al-Sharjabi, Abdulraheem Ali Al-Shothabi. (2022). The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances. Innovation, 3(2), 64-71. https://doi.org/10.11648/j.innov.20220302.15

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ACS Style

Mohammad Abdu Ahmed Al-Mekhlafi; Eman Abdulghani Al-Sharjabi; Abdulraheem Ali Al-Shothabi. The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances. Innovation. 2022, 3(2), 64-71. doi: 10.11648/j.innov.20220302.15

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AMA Style

Mohammad Abdu Ahmed Al-Mekhlafi, Eman Abdulghani Al-Sharjabi, Abdulraheem Ali Al-Shothabi. The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances. Innovation. 2022;3(2):64-71. doi: 10.11648/j.innov.20220302.15

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@article{10.11648/j.innov.20220302.15,
  author = {Mohammad Abdu Ahmed Al-Mekhlafi and Eman Abdulghani Al-Sharjabi and Abdulraheem Ali Al-Shothabi},
  title = {The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances},
  journal = {Innovation},
  volume = {3},
  number = {2},
  pages = {64-71},
  doi = {10.11648/j.innov.20220302.15},
  url = {https://doi.org/10.11648/j.innov.20220302.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.innov.20220302.15},
  abstract = {This descriptive study surveyed the perceptions and the attitudes of a group of Yemeni student teachers towards technology use in a blended course (BC). It also aims at finding out whether the student teachers differ in their perceptions and attitudes towards blended learning based on their gender. The sample of the study consisted of (128) Yemeni EFL student teachers of the third level who are studying Morphology and Syntax at the Department of English in the College of Education in Sana’a University. The study attempted to answer research questions regarding (a) their perceptions about technology use in a blended classroom, and (b) if the participants’ perception about technology use differ based on their gender. The researchers collected the data via a questionnaire whose results showed positive perceptions about the face-to-face classroom and a negative attitude towards the Web course. The results of the current study showed that the highest mean average among the six domains of the attitudes towards technology use was the domain of Web course (M = 3.85), followed by the domain of Engaging (M = 3.16) and the domain of effectiveness(M = 3.05). In the fourth place came Motivation (M = 3.01) The last two domains with the lowest means were the domain of proficiency (M = 2.91) and the domain of performance (M = 2.48). Moreover, the differences between the attitudes of the male and female students were not statistically significant. The findings of the current study present some pedagogical implications and suggestions for future research studies.},
 year = {2022}
}

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TY  - JOUR
T1  - The Impact of a Blended Course on Yemeni University Students’ Perceptions and Collaborative Knowledge Construction Performances
AU  - Mohammad Abdu Ahmed Al-Mekhlafi
AU  - Eman Abdulghani Al-Sharjabi
AU  - Abdulraheem Ali Al-Shothabi
Y1  - 2022/06/30
PY  - 2022
N1  - https://doi.org/10.11648/j.innov.20220302.15
DO  - 10.11648/j.innov.20220302.15
T2  - Innovation
JF  - Innovation
JO  - Innovation
SP  - 64
EP  - 71
PB  - Science Publishing Group
SN  - 2994-7138
UR  - https://doi.org/10.11648/j.innov.20220302.15
AB  - This descriptive study surveyed the perceptions and the attitudes of a group of Yemeni student teachers towards technology use in a blended course (BC). It also aims at finding out whether the student teachers differ in their perceptions and attitudes towards blended learning based on their gender. The sample of the study consisted of (128) Yemeni EFL student teachers of the third level who are studying Morphology and Syntax at the Department of English in the College of Education in Sana’a University. The study attempted to answer research questions regarding (a) their perceptions about technology use in a blended classroom, and (b) if the participants’ perception about technology use differ based on their gender. The researchers collected the data via a questionnaire whose results showed positive perceptions about the face-to-face classroom and a negative attitude towards the Web course. The results of the current study showed that the highest mean average among the six domains of the attitudes towards technology use was the domain of Web course (M = 3.85), followed by the domain of Engaging (M = 3.16) and the domain of effectiveness(M = 3.05). In the fourth place came Motivation (M = 3.01) The last two domains with the lowest means were the domain of proficiency (M = 2.91) and the domain of performance (M = 2.48). Moreover, the differences between the attitudes of the male and female students were not statistically significant. The findings of the current study present some pedagogical implications and suggestions for future research studies.
VL  - 3
IS  - 2
ER  -

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