Attitudes of Jordanian public secondary school students towards blended learning

Abstract

This research explored the attitudes of Jordanian public secondary school students towards blended learning during the 2^nd semester of the academic year 2020-2021. Through reviewing the studies related to blended learning, the researcher designed a questionnaire and used it for collecting data. A descriptive analytical approach was adopted. The population involves all the Jordanian public secondary school students. The questionnaire forms were passed online to 200 female and male 11^th grade students who were chosen purposively from 4 public secondary schools in Amman. 182 forms were retrieved and deemed valid for analysis. Response rate is 91%. Through SPSS software, several findings were reached. For instance, the attitudes of Jordanian public secondary school students towards blended learning are positive. In addition, blended learning raises the motivation of students to learn, love for the course, concentration, academic achievement and understanding for the material. It developments students’ computer, thinking, self-assessment and problem solving skills. It enables teachers to take the individual differences between students into consideration. However, it offers opportunities for cheating. It doesn’t contribute in promoting love among students for the course teacher.