Volume 11 - Issue 59
/ November 2022
21
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.59.11.2
How to Cite:
Abdullsttar Sadiq, D. (2022). The effects of blended learning on students’ achievement in a foundation english course: A study on
foundation english students at TISHK university in Erbil, Iraq. Amazonia Investiga, 11(59), 21-34.
https://doi.org/10.34069/AI/2022.59.11.2
The effects of blended learning on students’ achievement in a
foundation english course: A study on foundation english students at
TISHK University in Erbil, Iraq
Received: October 25, 2022 Accepted: November 19, 2022
Written by:
Dilveen Abdullsttar Sadiq3
https://orcid.org/0000-0001-8990-7589
Abstract
Blended learning offers numerous opportunities for
learners and teachers with the advancements in web
technologies in education. This study explored the
effects of blended learning on students’
achievement in Foundation English course. To this
aim, 30 freshman students who were studying at
TISHK International University in Erbil, Iraq were
split into two groups via stratified random sampling
with an intervention lasting 12 weeks in 2021-2022
Academic Year. Control group students received a
traditional instruction, while experimental group
were exposed to a blended learning instruction
model. The data were collected through two exams
on English competency, a questionnaire and an
interview in this mixed methods design study.
Subsequently, SPSS 27. and MAXQDA were
employed to analyze the data accordingly. The
findings indicated that experimental group students
who took part in blended learning activities
outperformed with 0.001 p-value, while the
progress was not significant in control group
students who took traditional instruction. Likewise,
interview and questionnaire analysis unearthed that
asynchronous video lessons and Google Form
quizzes enhanced their English proficiency
tremendously, increased their self-confidence and
improved their motivation. The findings of this
study may have some implications for educators
who consider the implementation of blended
learning in their institutions.
Keywords: Blended learning, traditional
instruction, asynchronous video lesson, Google
Form quiz.
.P
3
English Language Teaching Department Faculty of Education, Tishk International University, Erbil/Iraq.
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Introduction
Traditional instruction used to be dominant
throughout the world before the advent of
electronic or hybrid mode of instruction.
Traditional instruction model differentiates from
others by positioning the teacher at the center of
education. In other words, teacher is considered
as the ultimate source of knowledge, and students
are obliged to receive information passively
(Seage & Turegun, 2020). In order for teachers
to fulfil their facilitating roles in teaching, they
must supply students with the requisite
communication tools (Yildiz, 2016).
Additionally, lecturing is the most common
method of teaching in traditional instruction.
Teachers can employ gestures, eye contact, rising
and falling intonation during these lessons.
Subsequently, all students have been taught with
the same teaching pedagogies. In addition, the
schedule and classrooms are fixed in traditional
instruction. This century's technological
advancements have had far-reaching effects on
people all across the world (Kara & Yildiz,
2022). However, integrating technology into the
classrooms is not compulsory in face to face
education and traditional mode of instruction has
been criticized by a number of scholars
(Vernadakis et al., 2012; Vallée et al., 2020;
Bazelais & Doleck, 2018) as the atmosphere has
been regarded as demotivating, monotonous and
uninspiring. It is evident that traditional
instruction can lose its popularity in this century
when digital natives are familiar with web-based
learning tools. Digital natives are able to think,
learn, criticize and demand differently as they
were born under the ubiquitous influence of the
internet and other modern ICT tools, so there is
no hesitation that they want to have a different
mode of instruction in educational settings.
There has been a steady shift from teaching to
learning, so stakeholders of education have
transformed their methods to provide new
learning platforms thanks to the advancements in
science and technology. Accordingly, the role of
teachers has been transformed from being the
source of knowledge to a facilitator, so they are
expected to offer varied instruments in order to
ensure students’ learning (Abdulrahman & Kara,
2022; Sharoff, 2019; Yildiz, 2017). It can be
argued that teachers do not have to transmit the
whole knowledge anymore, rather they can direct
their students to learn and satisfy their curiosity
for novel information with numerous learning
and teaching tools. The concept of e-learning has
arisen to fill this gap in education. E-learning
approach has been used widely thanks to the
availability of web-based platforms in education.
E-learning has been characterized as flexible and
convenience in many ways (Rodrigues et al.,
2019). Students are able to reach the content
through computers, laptops, tablets, smart TVs
and mobile phones. Once e-learning technology
has been adopted, the users can have a chance to
receive education at flexible hours; they can also
get individualized education; they can save much
time and energy compared to face to face
education; they are allowed to read and watch the
content as much as they desire until it is removed;
they can also earn a degree abroad. Additionally,
e-learning offers some advantages for educators
as well. To illustrate, they can record their videos
or offer live sessions through video conferencing
platforms such as Zoom, Microsoft Teams or
Google Meet; they can create groups in live
sessions to have discussions and employ peer-
learning; they can also design exams and get
detailed analysis for each student by clicking on
one button; they can update the content timely.
However, some negative comments have been
postulated about the efficiency of e-learning
(Oluyinka & Endozo, 2019; Yildiz, 2021; Yildiz,
2022). To name a few examples, losing the sense
of community created in face to face lessons,
unable to reach the content due to weak internet
connection or power outage, not having
sufficient computer literacy skills, having
numerous distractors, unable to assess students’
performance fairly and the possibility of
receiving feedback later than expected time are
some hindrances against e-learning initiatives.
Thus, stakeholders of education have
implemented new modes of learning to overcome
such barriers successfully.
Diversity plays an important role in educational
institutions. Diverse communities can receive
education equally. Additionally, diverse genders,
age groups, habits, perspectives, learning styles,
backgrounds can be common. Likewise,
students, parents, teachers, administrators and
policy makers can have a wide diversity of
opinion on the mode of instruction at schools. It
cannot be envisioned that a single mode of
education fits all people in the world where
diversity is an undeniable fact (Schuelka et al.,
2019). Correspondingly, blended learning has
arisen to complement some missing elements in
traditional education. Upon witnessing dizzying
breakthroughs of 21st century in technology,
blended learning has increased its popularity
globally. Intermixing traditional instruction with
online learning tools has been defined as blended
learning. Driscoll (2002) emphasizes four
concepts to define blended learning which were
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mixing modes of web-based technology,
combining various pedagogical approaches,
supporting online lessons with instructor led face
to face lessons, and creating real life experiences
to turn theoretical knowledge into the practical
one. Synchronous and asynchronous learning
comprise the backbone of hybrid education. The
former refers to being exposed to the same
content at a given time, while the latter offers
more flexibility to learn at different times (Rowe,
2019). Correspondingly, wikis, online quizzes,
online writing applications, online assessment
tools, blogs, podcasts, videos, social media
platforms have been widely used in blended
learning to foster learning through interaction
and cooperation. Blended learning offers
numerous advantages for students such as
enhancing motivation and engagement,
developing cognitive and social skills, increasing
the quality of education, and increasing digital
literacy. In other words, students can be more
engaged in a mode of education through which
they learn by stimulating different learning
channels. In addition, the students who need to
study further can revise as much as they can in
order not to lag behind others. Moreover,
students can improve their memories when they
race against time to complete online tasks.
Furthermore, they can be more sociable when
they interact with others in collaboration. Apart
from other benefits, students’ digital literacy
skills develop considerably while being familiar
with different online learning platforms, so they
can be equipped with one of the most important
skills of 21st century.
Literature Review
Blended learning has undergone massive
changes since initial attempts in the 1960s.
Employees could log in to their character based
terminals to receive information through
computer based training in the 1960s enhanced
by University of Illinois (Nicholson, 2007).
Stanford University started a TV based
technology to support live training in the 1970s.
This platform which has been still active today
was used to offer interactive and engaging
atmosphere for learners. Learners could watch
their instructors on TV, communicate with their
peers and ask questions through e-mail (Pettit &
Grace, 1970). The history witnessed the rise of
CD-ROM and learning management systems in
the 1980s. Early examples of e-learning were
established in these years. Computer mediated
instruction has boomed after the 2000s as
computers have been manufactured for the
masses rather than a few wealthy people (Barrow
et al., 2009; Tandoh et al., 2014). Similarly,
closures of all public places including
educational institutions accelerated the
popularity of blended learning in 2020 and
subsequent years. Blended learning currently
functions in many forms to enrich the lessons via
online classes, recorded lessons, online quizzes,
videos, online discussion platforms, online
assessment tools, online webinars, online
training programs and so on. It is difficult to
imagine an education system in this century
without integrating some examples of blended
learning.
Blended learning has been supported by a
growing number of scholars with their sensible
arguments. To name a few, combining traditional
classroom with online tools enhances students’
learning rate substantially (Garrison & Kanuka,
2004). Additionally, Kasraie and Alahmed
(2014) state that blended learning provides a
welcoming atmosphere to increase collaboration
among students. Subsequently, Okaz (2015)
postulate that learning management systems
offers flexibility, so teachers and students can
take advantage of them without being restricted
to time and place. Owston (2018) highlights three
points to support a blended form of instruction
which were accommodating learners’ needs
academically, promoting critical thinking skills,
allowing interaction among learners. Moreover,
Kumrow (2007) attests that students’
engagement, satisfaction and motivation increase
dramatically if they are exposed to a blended
instruction model. Furthermore, Dakhi et al.
(2022) propose that Covid 19 period highlighted
the significance of blended learning as it
encouraged the students to improve their
computer literacy, self-confidence and time
management skills. However, some scholars
hinted that the success of blended learning
program depends on many criteria. To illustrate,
Moskal et al. (2013) state that reliable and robust
infrastructure, supportive administrators,
dynamic teachers, competent students and caring
parents can increase the positive outcomes of
blended learning significantly. Otherwise,
having chronic problems can be inevitable which
demotivates all parties. Likewise, Rasheed et al.
(2020) contend that lack of sufficient digital
literacy among teachers or students can disrupt
learning, so positive attitudes towards blended
learning can decrease accordingly in these
groups. In addition, Mustary (2019) asserts that
it is hard to reap the benefits of blended learning
when electricity cuts off or internet connection is
unstable.
A number of studies have been conducted to
measure the effects of blended learning on
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education with the lenses of students, teachers,
parents and administrators. For instance, Azizan
(2010) conducted a study in Malaysia at some
universities which indicated that blended
learning not only boosted students’ self-
confidence but also increased the quality of
overall education. Likewise, Chen and Jones
(2007) carried out a study in a US university
which revealed that students went though from
surface to deep learning once they participated in
the activities with a blended learning instruction
model. They also emphasized that critical
thinking, problem solving and digital literacy
skills were enhanced substantially. Similarly,
Rasheed et al. (2020) investigated 594 articles
published between 2014 and 2018 which
revealed that procrastination, time management,
lack of training, inadequate digital literacy were
common problems to be addressed. In addition,
Uz and Uzun (2018) examined 102
undergraduate students in Turkey which revealed
that blended learning improved students in terms
of self-paced learning. The students who took
part in a blended learning instruction mode
outperformed. Moreover, Hosseinpour et al.
(2019) found that EFL students in Iran who were
exposed to instruction in a hybrid way increased
their writing marks more significantly than the
other groups. Subsequently, Nuri (2021)
examined the effects of blended learning on
university students in Iraq which revealed that
blended learning fostered students’ learning in
four primary skills in English which were
listening, reading, writing and speaking.
Students’ perceptions on blended learning have
also been explored in a number of studies. To
illustrate, Owston et al. (2019) conducted a
comprehensive study in Canada on university
students which revealed that web-enhanced
traditional lessons were more favorable to have
more engaging classes. They also reiterated that
learning from different sources with various
learning tools and websites expanded their
knowledge, so their intrinsic motivation
increased tremendously. Additionally, López-
Pérez et al. (2011) conducted a study in Spain
with 1431 university students which revealed
that students appreciated the efforts made by
academics and executives in a blended learning
atmosphere. Underlying reasons to hold positive
opinions on this study were that students’ exam
marks and attendance rates increased, and drop-
out rates decreased significantly. Additionally,
Abbas (2018) analyzed university students’
perceptions on blended learning in Iraq which
indicated that the students who developed
computer literacy skills had more positive views,
whereas the students whose computer literacy
skills were not sufficient expressed some
hesitations about the positive effects of blended
learning. In other words, students’ satisfaction
rate differed greatly based on their digital
literacy. Subsequently, Miyazoe and Anderson
(2010) examined university students’
perceptions on blended learning in Japan which
unearthed that blended learning opportunities
increased students’ enthusiasm, so they
considered the activities fun, informative and
interesting.
Teachers’ genuine opinions on blended learning
have been inquired in a wealth of research. To
name a few, Jerry and Yunus (2021) investigated
primary school teachers’ opinion in Malaysia
which culminated in mixed views. Although they
were mostly in favor of blended learning, they
concerned some doubts about digital literacy,
ICT infrastructure and employing some training
sessions. Their study emphasized that planning
these steps systematically can increase positive
outcomes of blended learning activities. On the
contrary, encountering some issues can be
inevitable. Vereshchahina et al. (2018) compiled
teachers’ perceptions on blended learning in
Ukraine which indicated that student-centered
teaching, flexibility, variety, interaction, visually
appealing features of blended learning were
emphasized as the advantages of blended
learning. In addition, Mouzakis (2008)
conducted a blended learning instruction based
study on Greek teachers in an in-service training
program which revealed that teachers were
satisfied with it to a large extent. They stated that
novel videos, e-experiments, online discussions,
web-based learning enhanced their performance
and satisfaction enormously.
A number of studies have investigated
administrators’ perspectives on blended learning.
For instance, Altun and Bulut (2021) shed light
on some essential points on 105 administrators’
perceptions in Turkey related to blended learning
which showed that planning, guiding,
motivating, supporting the teachers with timely
actions can increase the positive effects of
blended learning at schools. They also stated that
unstable communication between teachers and
administrators can cause a failure in blended
learning. Thurab-Nkhosi (2018) examined the
administrators’ genuine opinions in the
Caribbean on blended learning which revealed
that clear vision and the quality of technology
infrastructure were key points to run hybrid
education successfully.
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Purpose of the Study
Although numerous research articles have been
published on blended learning globally, only few
studies have been conducted about the effects of
blended learning on university students’
achievement in Iraq. Additionally, it has been
observed that most of the studies conducted in
Iraq were focused on perceptions of the students
or teachers on blended learning. In this regard,
this study was carried out to measure the effects
of blended learning on students’ success rates
and examine students` and instructors’
perceptions on blended learning in a Foundation
English course at TISHK International
University (TIU hereafter) in 2021-2022
Academic Year. This study sought to investigate
the effects of asynchronous learning and teaching
tools particularly recorded video lessons and
Google Form quizzes once combined with
traditional instruction. Correspondingly,
research questions were formulated as follows:
Are there differences between the students who
receive the instruction traditionally and the
students who receive a blended learning based
instruction in terms of academic achievement?
Does the current study change students’ point of
views towards blended learning?
Methodology
Research Design
A mixed method research design was applied in
this study to use qualitative and quantitative
research instruments harmoniously.
Correspondingly, concurrent triangulation
strategy was applied to cross-validate the
findings. The rationale to employ concurrent
triangulation strategy was to eliminate the
weaknesses of one method by replacing with
another method’s strength, so the study can
produce more valid results (Ipek & Mutlu, 2022;
Gultekin et al., 2022). Additionally, the collected
data were cross-checked whether they were
consistent with each other.
Research Instruments
Two exams, a questionnaire and an interview
were primary instruments to initiate, collect data,
analyze, discuss and finalize the study.
Setting
The population of this study comprised 300
students who took Foundation English course in
2021-2022 academic year at TIU. The university
has been renowned for offering all lessons in
English with qualified academics in Erbil, Iraq
since 2008, so 5000 students from various
countries, ethnicities and creeds received
education in 29 departments as of 2022.
Subsequently, the university was ranked first in
terms of facilities, students` satisfaction rates and
published studies in Webometrics (2022)
bulletin. Considering these advantages, the
setting of this study was chosen TIU so that the
atmosphere can be appealing to join the study
voluntarily.
Participants and Sampling
The participants of this study were chosen by
adopting a stratified random sampling method.
All students who took Foundation English course
were classified in 10 groups. Subsequently, 3
students were selected randomly. In the final
phase, 30 students were split into two groups to
represent either control or experimental group.
Table 1.
Distribution of Participants Based on Their Departments
Department
Number
%
Nursing
3
10
Medical Analysis
6
20
Business and Management
6
20
Accounting
9
30
Banking
6
20
Total
30
100
As shown clearly in Table 1, the participants
were studying in 5 majors. The students in
accounting department were the highest ones,
while nursing students were the least ones.
Additionally, medical analysis, business and
management and banking departments were
represented in this study.
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Table 2.
Demographic Distribution and Ages of the Participants
Variables
Option
F
%
Gender
Female
19
63.33
Male
11
36.67
Age
18-21
22
73.33
22+
8
26.67
Total
30
100
According to figures in Table 2, female students
outnumbered male ones. The number of female
students was 19 (63.33 %), while it was 11
(36.67) for male students. Additionally, the
majority of students were between 18 and 21
years old. To illustrate, 22 (73.33) students were
between 18 and 21, whereas 8 (26.67 %) students
were 22 or older.
A Brief Introduction of Foundation English
Course
All of the participants in this study were students
enrolled in a Foundational English course;
therefore, some background information about
this course would be useful to recognize them
well. The university offers it spanning the whole
year titled as required non-technical elective. The
primary objective of this course is to improve
students' English proficiency throughout the
year, so that they will have no difficulty
comprehending departmental courses while
taking them entirely in English. The placement of
Foundation English students was based on their
achievement on the TIU Proficiency Exam
administered by the university's language
preparatory school. The students were required to
respond to sixty multiple-choice questions,
comprising sections on listening, reading,
grammar, and vocabulary. Additionally, their
speaking skills were evaluated through
interviews conducted in the lecturer's offices.
Based on the results of the proficiency test, it was
determined that these students had some prior
knowledge of the English language, but not
enough to comprehend all topics in English;
therefore, they were required to take a
Foundation English course in order to master
English throughout the academic year. It was
seen in the past that students' GPAs rose
significantly when they enrolled in a Foundation
English. The university's language preparatory
school offers a Foundation English course taught
by certified academics using proven language
teaching methods. Online quizzes, word games,
role playing, movie watching, story
summarization, and scheduling field trips were
frequent classroom activities in order to practice
English. Therefore, the whole plan was on
students’ engagement with varied learning and
teaching tools. Consequently, each semester's
student survey revealed a student satisfaction rate
of greater than 85 percent in Foundation English
course.
Data Collection Procedure
Data collection process was administered under
5 sub-branches which were orientation period,
getting instruction based on the group,
responding to questions in the interview,
answering items in the questionnaire and taking
exams.
Orientation Period
The researchers invited all students to the
conference room and displayed examples of
traditional and blended learning models
interchangeably, so students have some opinions
on both types of instructions. Subsequently, the
researchers set aside a week to cover the lessons
traditionally, and they allocated a week for a
blended learning instruction model as well. Once
they completed the orientation week, they took
two separate revision tests on traditional and
blended learning.
Treatment in Each Group
The students took two exams to measure the
effects of blended learning. Correspondingly, the
version of instruction differed greatly in control
and experimental group.
The syllabus in control group was applied as it
was written without making any major changes.
To illustrate, they completed 5 units in Scope 1
within 10 weeks, wrote the essays, received face
to face feedback, made a 1-minute presentation
weekly. Additionally, they watched the unit
videos related to the common theme and
completed official worksheets on reading,
vocabulary and grammar.
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The version of instruction was quite different in
experimental group. Although they completed 5
units in Scope 1 in the same manner, their
syllabus was enriched with blended learning
activities. To name a few, recorded lessons of
each unit were sent to their accounts through TIU
Student Information System once the units were
completed in the lesson. Thus, they could double
check their answers, expand their knowledge and
compensate their missing lessons if available for
some reasons. Additionally, they could pause,
rewind or forward at any time according to their
wishes, so they were not restricted to time. Apart
from asynchronous video lessons, the students
took 5 revision tests online by employing Google
Form Quizzes. The students were given 24 hours
to complete them. Revision tests included
relevant audio tracks, videos, reading passages,
grammar topics, vocabulary sections, writing
parts and speaking sections. Online revision tests
were revolutionary to increase students` self-
confidence. The students who were silent in class
spoke well in the speaking videos; the students`
creativity was unleashed in online writing
sessions as well. Once students took the revision
tests within given time, the researcher analyzed
the items one by one, so they could learn from
their mistakes. The researcher released their
overall marks and writing feedback on TIU
Student Information System again. This cycle
continued according to the pre-defined plan for
this study.
Table 3.
Students’ opinions on traditional instruction in control group
ITEMS
Mean
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
%
f
%
f
%
f
%
f
%
f
1. I am satisfied with the
overall planning in this study.
2.66
13%
2
7%
1
33%
5
27%
4
20%
3
2. The lessons were
engaging, interactive and fun.
1.86
0%
0
0 %
0
13 %
2
60 %
9
27
4
3. This study helped me to
develop my proficiency in
English.
3
20 %
3
7 %
1
40 %
6
20 %
3
13%
2
4. If a new opportunity arose,
I would choose receiving
traditional instruction again.
1
0 %
0
0 %
0
20 %
3
20 %
3
9
5. I wish traditional
instruction was common at
all educational institutions
globally.
2.4
13 %
2
0 %
0
20 %
3
47 %
7
3
6. My instructor encouraged
and supported us
professionally during the
study.
3.06
27 %
4
13 %
2
20 %
3
20 %
3
3
7. This study helped me to
socialize.
2.86
20 %
3
13 %
2
27 %
4
13 %
2
27 %
4
Based on the gathered data in Table 3, some
interpretations were made which could be seen
below:
According to item 1 in the questionnaire related
to overall satisfaction in the study, the mean
score was 2.66 which was far from being
significant. To illustrate, 2 (13 %) participants
chose strongly agree and 1 (7 %) participant
chose agree option. However, 5 (33 %)
participants chose neutral; 4 (27 %) participants
chose disagree; 3 (20) participants chose strongly
disagree. Considering the responses, it can be
argued that participants’ satisfaction rate was low
in control group.
According to item 2 in the questionnaire related
to having engaging, interactive and fun lessons,
the mean score was 1.86 which was far from
being significant. To illustrate, no participant
chose neither strongly agree not agree option.
However, 2 (13 %) participants chose neutral; 9
(60 %) participants chose disagree; 4 (27)
participants chose strongly disagree. Considering
the responses, it can be stated that the participants
did not find the lessons interesting in control
group.
According to item 3 in the questionnaire related
to developing English proficiency in the study,
the mean score was 3 which was higher than
previous mean scores. To illustrate, 3 (20 %)
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participants chose strongly agree and 1 (7 %)
participant chose agree option. However, 6 (40
%) participants chose neutral; 3 (20 %)
participants chose disagree; 2 (13) participants
chose strongly disagree. Considering the
responses, it can be proposed that participants’
English proficiency improved to some extent
although albeit insignificant.
According to item 4 in the questionnaire related
to taking side with traditional instruction in
further studies, the mean score was 1 which was
insignificant. To illustrate, no participant chose
neither strongly agree, nor agree option.
However, 3 (20 %) participants chose neutral; 3
(20 %) participants chose disagree; 9 (60)
participants chose strongly disagree. Considering
the responses, it can be stated that participants
will not be in favor of traditional instruction for
further studies.
According to item 5 in the questionnaire related
to suggesting traditional instruction globally for
all educational institutions, the mean score was
2.4 which was far from being significant. To
illustrate, 2 (13 %) participants chose strongly
agree, and no participant chose agree option.
However, 3 (20 %) participants chose neutral; 7
(47 %) participants chose disagree; 3 (20)
participants chose strongly disagree. Considering
the responses, it can be postulated that the
participants did not recommend traditional
instruction for other institutions operating
globally.
According to item 6 in the questionnaire related
to evaluation of the instructor’s performance, the
mean score was 3.06 which was far from being
significant. To illustrate, 4 (27 %) participants
chose strongly agree, and 2 (13 %) participants
chose agree option. However, 3 (20 %)
participants chose neutral; 3 (20 %) participants
chose disagree; 3 (20) participants chose strongly
disagree. Considering the responses, it can be
asserted that adopting a traditional based
instruction by the instructor was not favored.
According to item 7 in the questionnaire related
to the effects of the study on being sociable, the
mean score was 2.86 which was far from being
significant. To illustrate, 3 (20 %) participants
chose strongly agree, and 2 (13 %) participants
chose agree option. However, 4 (27 %)
participants chose neutral; 2 (13 %) participants
chose disagree; 4 (27) participants chose strongly
disagree. Considering the responses, it can be
stated that participants in control group were
hesitant about being more sociable in this study.
Once all items were analyzed in control group, it
was unsubtle that participants had some negative
perspectives on traditional instruction.
Table 4.
Students' opinions on blended learning in control group
ITEMS
Mean
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
%
f
%
f
%
f
%
f
%
f
1. I am satisfied with the overall
planning in this study.
4.66
73%
11
20%
3
7 %
1
0 %
0
0 %
0
2. The lessons were engaging,
interactive and fun.
4.53
67 %
10
20 %
3
13 %
2
0 %
0
0 %
0
3. This study helped me to
develop my proficiency in
English.
5
100 %
15
0 %
0
0 %
0
0 %
0
0 %
0
4. If a new opportunity arose, I
would choose receiving blended
instruction again.
4.93
93 %
14
7 %
1
0 %
0
0 %
0
0 %
0
5. I wish blended instruction was
common at all educational
institutions globally.
4.8
80 %
12
20 %
3
0 %
0
0 %
0
0 %
0
6. My instructor encouraged and
supported us professionally
during the study.
5
100 %
15
0 %
0
0 %
0
0 %
0
0 %
0
7. This study helped me to
socialize.
4.73
73 %
11
27 %
4
0 %
0
0 %
0
0 %
0
Based on the gathered data in Table 4, some
interpretations were made which could be seen
below:
According to item 1 in the questionnaire related
to overall satisfaction in the study, the mean
score was 4.66 which was highly significant. To
illustrate, 11 (73 %) participants chose strongly
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agree; 3 (20 %) participants chose agree option;
1 (7 %) participant chose neutral. However, no
student chose neither disagree nor strongly
disagree. Considering the responses, it can be
argued that participants in experimental group
were satisfied with the overall planning.
According to item 2 in the questionnaire related
to having engaging, interactive and fun lessons,
the mean score was 4.53 which was significant.
To illustrate, 10 (67 %) participants chose
strongly agree; 3 (20 %) participants chose agree
option; 2 (13 %) participants chose neutral.
However, no student chose neither disagree nor
strongly disagree. Considering the responses, it
can be proposed that blended learning was
appreciated to have more engaging, interactive
and fun lessons.
According to item 3 in the questionnaire related
to the influence of blended learning on English
proficiency, the mean was 5 which could not be
higher. To illustrate, 15 (100 %) participants
chose strongly agree, while no participant chose
others. Considering the responses, it can be
proposed that blended learning affected
participants` proficiency directly.
Based on the figures and percentages in item 4
which was related to taking side with blended
learning mode in future studies, the mean score
was 4.93 which was highly significant. To
illustrate, 14 (93 %) participants chose strongly
agree, and 1 (7 %) participant chose agree option.
However, no student chose neutral, disagree or
strongly disagree option. Considering the
responses, it is clear that students will be eager to
join further studies enriched with blended
learning in the years to come.
Item 5 figures and percentages indicated that
participants were in favor of spreading blended
learning to all educational institutions on a global
scale by considering the mean score which was
4.8. To illustrate, 12 (80 %) participants chose
strongly agree, and 3 (20 %) participants chose
agree option. On the other hand, no student chose
neutral, disagree or strongly disagree option.
Item 6 figures and percentages unearthed that the
instructor received all the praise with a 5 mean
score. All participants (100 %) opted in strongly
agree, while no participant thought about other
options. It can be stated that blended learning
instruction was flawlessly applied by the
instructor.
The last item in the questionnaire was related to
the influence of the study on socialization. The
mean score was 4.73 which showed that the
majority of the participants thought about a tight
relationship between blended learning and
socialization. To illustrate, 11 (73 %) participants
chose strongly agree, and 4 (27 %) participants
chose agree option. On the other hand, no
participant considered opting in other options.
Taking all items into consideration within
experimental group, it can be asserted that
blended learning received appreciation and
praise to a large extent.
Interview
The participants and instructors responded to one
question in this study which could be seen below:
• What is your genuine opinion on this study?
Some transcripts which highlighted essential
points could be examined below:
We studied units between 6 and 10 in Scope 1. I
was not eager to learn in the class every time, so
recorded lessons sent by my instructor was
fundamental to fill the gap. I watched them
several times to learn well. Additionally, online
unit tests were helpful to race against time, learn
from our mistakes and have a chance to retake
them. I can claim that blended learning
embedded into traditional education flawlessly. I
wish all courses were enriched with blended
learning activities, so we can benefit from
technology in education. (Student 19)
I took a test on multiple intelligence which
revealed that my favorite mode of learning is
spatial. It means that my learning will expand if
I am exposed to visual materials such as graphs,
presentations, videos. When we started this
study, I was so excited to join. Fortunately, all
steps proceeded well, and I could improve my
proficiency in English. Supplementary videos
related to units were shot professionally.
Additionally, Google Form quizzes reflected my
weaknesses well, so I could figure out them
before the real exam. This study is so memorable
which will be remembered as long as I live. I am
glad to have joined it. (Student 7)
I was hesitant about the efficiency of blended
learning at first. However, I was relieved as the
days went by. The videos and unit quizzes were
planned systematically. Additionally, we
collaborated to find the mistakes while analyzing
the quizzes. It supported us academically and
socially. We increased our performance and
became more sociable. (Student 5)
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I used to read a lot about blended learning prior
to my university education, however, I did not
experience it earlier. It was my first experience to
join a blended learning activity. Our instructor
kept the balance between studying and taking a
rest, so we were alert to learn more during
lessons. Additionally, we noticed that our
learning time can be extended by recorded
lessons. Classrooms do not need to be the only
places to learn and teach. Moreover, saving
speaking videos and making writing submissions
on Google Form helped me to unleash my
creativity. I was introvert in classes, but online
submissions helped me to overcome this phobia.
I wish I had joined such an awesome study
before. (Student 4)
I like learning with my laptop a lot because it is
more convenient for me. During this study, I used
my laptop for educational purposes. I watched
the recorded lessons several times. I also paused
to elaborate some points in my mind. These
videos allowed me to take notes for my exams.
In addition, I read many articles on different
websites before sending my writing submission.
This cycle enriched my learning with different
platforms. Subsequently, speaking videos were
useful to express our ideas in a minute. We
learned how to take advantage of the technology
in education, increase our marks in writing and
overcome some barriers in speaking. I think all
instructors should have a go for blended learning
activities. (Student 2)
I joined the study in control group which
indicated that traditional education was not
sufficient enough to capture students’ attention.
Although we were eager to learn at first, our
motivation decreased day by day. There were
some compelling reasons for this loss. To begin
with, there was no variety in our classes. All
activities were done according to the pre-defined
plans. Subsequently, we had no opportunity to
change the monotonous lessons. We wanted to
see some funny stories, inspirational videos,
informative presentations. However, our
instructor lectured, and we listened passively. It
was not the education in my mind once I enrolled
in lessons at a private university. I thought our
lessons would be enriched with some games,
stories, e- learning modules etc. I think
integrating technology into classes was the
missing part in our study. I hope it can be
considered in future studies. (Student 1)
Watching some recorded lessons related to units
was really helpful. The instructors offered some
links in some videos, so I improved my English
considerably by these extra links. I realized that
there were many websites to support me
academically. Additionally, these websites
support learners gradually considering their
levels. Additionally, our instructor offered
valuable feedback for writing and speaking
submissions by calling us into the office
individually. Receiving valuable feedback in the
office really increased my enthusiasm towards
learning English. My instructor’s techniques
were simply encouraging and inspiring. (Student
16)
Getting detailed analysis for each exam was a
great advantage for us in this study. We learned
our strengths and weaknesses to take action
correspondingly. Subsequently, recorded lessons
of the units were fun and informative. The
instructors told some funny stories in the
recorded versions, enriched the lessons with
many examples and directed us to go to other
websites. No moment of this study was boring for
me. I wish I had learned to take advantage of
technology in education previously. (Student 21)
Blended learning based instruction is closer to
real life. We know that there are different
moments in our lives, so our days are different
from each other. Likewise, our lessons should be
different from each other. Once we know all
stages in advance in a traditional lesson format,
it will not be appealing for us. However, our
lessons can be more engaging if our lessons are
enriched with online learning tools such as e-
lessons, e-games, e-exams, e-presentations. I
believe that our lessons can transform quickly if
using technology in education is at the heart of
the lessons. (Student 28)
I ran the study as an instructor in control group
with a traditional based instruction. I
administered the lessons in a traditional format,
so there were some missing elements in the
lessons. The students lost their enthusiasm from
time to time. Additionally, taking all activities on
the paper was not so appealing for them. They
demanded to take some exams online which was
rejected. Additionally, some students were so
silent, so they reserved their potential in speaking
sections rather than expressing their ideas freely.
Granting some rights to send some speaking
videos could be helpful for these students.
Additionally, they wanted to read some sample
essays on the internet and compose their essays
accordingly which was not possible in our
lessons. Finally, integrating recorded videos into
classes can be a great motivational tool for
students because they can observe a lesson in a
different format from a different instructor. As a
result, updating the lessons with web-enhanced
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tools could be helpful to raise the standards in
education. (Instructor 1)
I initiated and finalized the study in experimental
group with a blended learning based instruction.
Although it was a novel idea, it worked
excellently. Students joined the activities eagerly
and joyfully. Additionally, I did not make much
effort to lecture. Web enhanced tools such as
recorded lessons, online quizzes helped me to
save time and conduct data accordingly.
Subsequently, students interacted with each other
while they were discussing about their common
mistakes or composing their ideas in writing
section. Additionally, their speaking competency
increased thanks to welcoming their videos in an
online format. Students unlocked their full
potential once they recorded their speaking
videos and sent online while at home. Reducing
stress and allowing flexibility were key words
which differentiated this study from others.
(Instructor 2)
Table 5.
Independent Samples T Test Analysis
Variables
Groups
N
Mean
SD
t
df
Sig
Pre-test
Control
15
51.33
11.872
Pre-test
Experimental
15
51.67
8.997
-.087
28
.932
Post-test
Control
15
59.33
14.864
Post-test
Experimental
15
80.33
15.291
-3.814
28
.001
Note. P<0.05
Independent samples t-test was administered to
see whether there was a significant difference
between two groups when variables were
considered. Once mean scores were compared,
there was no significant difference in the pre-test,
as the p-value of .932 was greater than pre-
defined significance level 0.05. It can be stated
that their levels were close to each other initially.
However, a significant difference was observed
when post-test p-value was recorded as .001,
which was less than 0.05. Likewise, control
group students started the study with 51.33 and
completed with 59.33 mean score, whereas
experimental group students commenced the
study with 59.33 and completed with 80.33 mean
score. According to the collected data, students
in the experimental group who took a blended
learning-based instruction outscored students in
the control group who received traditional
instruction. In other words, the improvement in
control group was not as substantial as
experimental group.
Discussion
The aim of this study was to investigate the
effects of blended learning instruction on
university students’ academic success.
Additionally, students’ genuine opinions towards
blended learning were examined meticulously.
Based on the findings in questionnaire, interview
and exam results, several essential points were
highlighted which could be seen below:
Regarding the responses in the questionnaire,
stark differences were noticed in control and
experimental group. For instance, experimental
group students were satisfied with the overall
planning, regarded lessons as fun, engaging and
interactive, opted in choosing blended learning
for further studies. Additionally, they asserted
that their English proficiency improved
considerably. Similarly, they would rather spread
blended learning to all institutions globally.
Likewise, they attested that the instructor
designed the whole study flawlessly. Moreover,
the study offered ample opportunity to socialize
and expand their knowledge in a social
environment. However, negative comments were
dominant in control group responses. They
proposed that overall planning was not
satisfactory; the lessons were monotonous; they
will avoid being a member to take traditional
education in future studies; the instructor’s
efforts were not appreciated; the study did not
increase their proficiency in English; they did not
suggest adopting a blended learning instruction
in other institutions globally; they did not feel the
notion that the study provided varied
opportunities to socialize. These findings were
consistent with previous studies. Altun (2015)
states that integrating technology into foreign
language teaching can enhance students’
performance substantially. Additionally, Daskan
and Yildiz (2020) attest that blended learning
fosters students’ learning because it offers fun,
interactive and engaging lessons for learners.
Moreover, Wichadee (2017) asserts that blended
learning helps learners to develop competency in
English with various interactive tools.
Furthermore, Rafiola et al. (2020) propose that
blended learning boosts students’ self-
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confidence and motivation if applied
systematically. It can be stated that recorded
video lessons and Google Form quizzes affected
their learning rates sharply.
Interview transcripts shed light on key points as
well. To illustrate, many students asserted that
traditional instruction lost its popularity with the
advent of web-enhanced tools in education.
Additionally, a number of students asserted that
they found more common grounds once taught
by blended learning because they were born as
digital natives who could adapt to new changes
in technology without any difficulty. Moreover,
the instructors responsible for running the study
reiterated that the more they learned by wen-
enhanced tools, the better they grasped the topics.
After that, students hinted that their enthusiasm,
motivation and success rose dramatically once
being taught with blended learning. These
findings were in line with previous studies. To
name a few, the use of communication
technologies in classes can change the overall
learning and teaching atmosphere positively
(Celik, 2021). Additionally, Wright (2017)
asserts that students’ perceptions were mostly
positive on blended learning for its advantages.
Moreover, Ashraf et al. (2021) attest that blended
learning was appreciated by teachers thanks to its
diversity, flexibility and convenience.
Exams taken twice by the participants unearthed
some fundamental points. To illustrate,
experimental group students increased their
average 29 points which was only 8 points in
control group. These results indicated that
blended learning increased students’ success rate
more dramatically. Likewise, exam results
complemented the findings of questionnaire and
interview. Rafiola et al. (2020) state that blended
learning can enhance students’ learning
tremendously which can affect overall success
correspondingly.
Conclusion and Recommendations
This study sought to measure the impacts of
blended learning via recorded video lessons and
Google Form quizzes on students’ success.
Additionally, students’ and instructions’
perceptions were explored. Based on the
collected data, it was revealed that blended
learning contributed significantly to students`
overall success. Additionally, students’ and
instructors’ perceptions were positive towards
blended learning. Conversely, traditional
instruction did not yield better results for
students. In addition, traditional instruction had
received negative feedbacks in terms of having
fun, interactive and engaging classes.
Considering the advantages of blended learning
instruction, all stakeholders of education can be
encouraged to implement it successfully
Some recommendations can be made for future
studies. This study was conducted within 12
weeks at TIU on freshman students with 19
female ad 11 male students in Erbil, Iraq. Further
studies can be carried out by extending the
duration, number of students, institutions and
classification of students. In addition, 5
departments were included in this study which
can be increased in future studies. After that, the
correlation between gender, age, department and
success can be investigated in further studies.
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