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<p>Blended learning (BL) combines traditional pedagogies with new Internet technologies for greater flexibility and engagement. Blended learning can potentially support early childhood teachers’ content knowledge and pedagogy, especially in science education. The goal is to explore the impact of blended learning on the academic success of female students registered in the Early Childhood Education Program for the Science &amp; its Teaching Methods course in the United Arab Emirates (UAE). The study involved 67 randomly split into two groups: one group experienced BL (experimental group, <i>n</i> = 34), while the other received traditional instruction (control group, <i>n</i> = 33)—employing a mixed-method approach comprising semi-experimental and qualitative techniques. After ensuring validity and reliability, an achievement test and interviews were administered to gather data. The findings show a statistically significant difference in students’ average scores between the two groups on the achievement test, favouring the experimental group that received BL. Additionally, the findings showed that academic achievement differed based on the GPA of the participants in the experimental group, particularly favouring those with GPAs between 3 and less than 3.5. There is no statistically significant difference in students’ computer skills. Students in the experimental group expressed overall satisfaction with the BL approach in Science &amp; its Teaching Methods course, highlighting its flexibility and benefits by combining in-person interaction with online learning advantages. The study suggested that BL should be extensively implemented across different educational sectors. </p>

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The Impact of Using Blended Learning (BL) on the Academic Achievement of Female Students in Preparing Teachers of Early Childhood Education Program in Science and Its Teaching Methods Course

  • 期刊论文

  • 发表日期：

    2026年3月28日

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  • Najeh Rajeh Alsalhi

摘要

Blended learning (BL) combines traditional pedagogies with new Internet technologies for greater flexibility and engagement. Blended learning can potentially support early childhood teachers’ content knowledge and pedagogy, especially in science education. The goal is to explore the impact of blended learning on the academic success of female students registered in the Early Childhood Education Program for the Science & its Teaching Methods course in the United Arab Emirates (UAE). The study involved 67 randomly split into two groups: one group experienced BL (experimental group, n = 34), while the other received traditional instruction (control group, n = 33)—employing a mixed-method approach comprising semi-experimental and qualitative techniques. After ensuring validity and reliability, an achievement test and interviews were administered to gather data. The findings show a statistically significant difference in students’ average scores between the two groups on the achievement test, favouring the experimental group that received BL. Additionally, the findings showed that academic achievement differed based on the GPA of the participants in the experimental group, particularly favouring those with GPAs between 3 and less than 3.5. There is no statistically significant difference in students’ computer skills. Students in the experimental group expressed overall satisfaction with the BL approach in Science & its Teaching Methods course, highlighting its flexibility and benefits by combining in-person interaction with online learning advantages. The study suggested that BL should be extensively implemented across different educational sectors.