The Effect of Blended Learning on Educational Performance of Secondary School Students in Art in Gonabad City

References

• A AbdullahZadeh, A. (2013). Compare performance blended learning with e-learning and in-person courses in mathematics between students in the first year of high school boys and girls of Ardabil city. New Educational Ideas, 9(2), 19.
• Ajam, A. A., Zabet, H., & Nesai, M. (2023). A phenomenological study of the challenges of virtual education and evaluation in primary schools from the perspective of teachers and parents. Iranian Journal of Distance Education, 4(2), 22–9.
• Aksoy, N. (2008). Multigrade schooling in Turkey: An overview. International Journal of Educational Development, 28(2), 218–228. https://doi.org/10.1016/j.ijedudev.2007.05.002
• Blum, N., & Diwan, R. (2007). Small, Multigrade Schools and Increasing Access to Primary Education in India: National Context and NGO Initiatives. CREATE Pathways to Access. Research Monograph No. 17. In Online Submission (Issue 17).
• Burgon, H., & Williams, D. D. (2003). Case 3: Bringing off-campus students on campus: An evaluation of a blended course. Quarterly Review of Distance Education, 4(3), 253–260.
• Duarte, A., & Fernandes, S. (2005). Self-regulated collaborative learning in the multigrade classroom: introduction and testing of a game for developing self-regulation of approaches to learning. Lifelong E-Learning for Multigrade School Teachers, 7.
• Engin, G. (2018). The Opinions of the Multigrade Classroom Teachers on Multigrade Class Teaching Practices (Multiple Case Analysis: Netherlands-Turkey Example). International Journal of Progressive Education, 14(1), 177–200.
• Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based learning.
• Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.
• Graham, C. R. (2018). Current research in blended learning. Handbook of Distance Education, 173–188.
• Gürel, N., Çapar, D., & Kartal, S. (2014). Teacher’s perceptions about multi-age classes applications: A qualitative research Birleştirilmiş sınıf uygulamalarına ilişkin öğretmen görüşleri: Nitel bir araştırma. Journal of Human Sciences, 11(1), 1056–1076.
• Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300.
• Huang, R., Ma, D., & Zhang, H. (2008). Towards a design theory of blended learning curriculum. International Conference on Hybrid Learning and Education, 66–78.
• Hunkins, F. P., & Ornstein, A. C. (2016). Curriculum: Foundations, principles, and issues. Pearson Education.
• Hyry-Beihammer, E. K., & Hascher, T. (2015). Multi-grade teaching practices in Austrian and Finnish primary schools. International Journal of Educational Research, 74, 104–113.
• Ibrahim, A. Y. (2019). Effect of blended learning on students’achievement in senior secondary geography in niger state, nigeria. E-Academia Journal, 8(1).
• Ibrahim, M. M., & Nat, M. (2019). Blended learning motivation model for instructors in higher education institutions. International Journal of Educational Technology in Higher Education, 16(1), 12. https://doi.org/10.1186/s41239-019-0145-2
• İlter, İ. (2015). Sınıf Öğretmeni Adaylarının Birleştirilmiş Sınıf Kavramına İlişkin Metaforik Algıları. Ilkogretim Online, 14(4).
• Islam, S., Baharun, H., Muali, C., Ghufron, M. I., Bali, M. el I., Wijaya, M., & Marzuki, I. (2018). To Boost Students’ Motivation and Achievement through Blended Learning. Journal of Physics: Conference Series, 1114(1), 12046. https://doi.org/10.1088/1742-6596/1114/1/012046
• Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 higher education edition. The New Media Consortium.
• Kumar, R., & Pande, N. (2017). Technology-mediated learning paradigm and the blended learning ecosystem: what works for working professionals? Procedia Computer Science, 122, 1114–1123.
• Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184.
• López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818–826.
• Mason, D. A., & Burns, R. B. (1994). A review of the literature on combination classes. California Educational Research Cooperative, School of Education, University ….
• Mortazavizadeh, & S. (2010). A multi grade classroom teaching guide. Abed.
• Moslehabady, M., Albrzyan, M., PylehVardy, N., NqyZadh, A., Noori, E., & Kamari, M. (2013). The education ministry statistics. Cultural Institute borhan (School Publishing).
• Oweis, T. I. (2018). Effects of using a blended learning method on students’ achievement and motivation to learn English in Jordan: A pilot case study. Education Research International, 2018.
• Puspitasari, K. (2012). The effects of learning strategy intervention and study time management intervention on students’ self-regulated learning, achievement, and course completion in a distance education learning environment. The Florida State University.
• Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The Effect of Learning Motivation, Self-Efficacy, and Blended Learning on Students’ Achievement in The Industrial Revolution 4.0. International Journal of Emerging Technologies in Learning (IJET), 15(8), 71–82. https://www.learntechlib.org/p/217073
• Rostaminejad, M. A., Ajam, A. A., & Zabet, H. (2019). Investigating the effect of teaching based on humorous electronic content on the motivation and math anxiety of fifth grade students. Teaching Research, 7(2), 70–8.
• Samadian, S. (2008). Governance and taught in multigrade classroom. Deputy Education in Eastern Azerbycan.
• Soleimani, n., Hadadian, A and shahrayi, K. (2010). Check and compare the academic achievement and social skills in elementary school students in multigrade classroom and normal. Journal of Leadership and Management., 17.
• Sugano, S. G. C., & Mamolo, L. A. (2021). The Effects of Teaching Methodologies on Students’ Attitude and Motivation: A Meta-Analysis. International Journal of Instruction, 14(3).
• Tataroğlu, B., & Erduran, A. (2010). Examining students’ attitudes and views towards usage an interactive whiteboard in mathematics lessons. Procedia-Social and Behavioral Sciences, 2(2), 2533–2538.
• Thorne, K. (2003). Blended learning: how to integrate online & traditional learning. Kogan Page Publishers.
• Tohidi, H., & Jabbari, M. M. (2012). The effects of motivation in education. Procedia-Social and Behavioral Sciences, 31, 820–824.
• Vasileva-Stojanovska, T., Malinovski, T., Vasileva, M., Jovevski, D., & Trajkovik, V. (2015). Impact of satisfaction, personality and learning style on educational outcomes in a blended learning environment. Learning and Individual Differences, 38, 127–135.
• Zahiri Navi, Bijan, & Rajabi, S. (2009). Study of the relationship between a group of variables by decreasing the academic motivation of Persian language students and students. Journal of Daneshvar Behavior, 36.