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Makale Özeti:
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Blended learning is a mixture of the various learning strategies and delivery methods
that will optimize the learning experience of the user. This research evaluated
psychological effect of blended learning on student.This research is a quasi-experimental
study. 41students participated in two groups and they registered in the course of
psychological diseases in the first semester of 2008–2009. Then, they were randomly
divided into groups of traditional and blended methods. Data were gathered through
Attribution Measurement Test and Neo Personality Test (Neo FFI).Descriptive statistics
were used to evaluate the patterns of data distribution. Analytic statistics such as pairedt
test and student t-test were utilized to compare the differences of between the mean
scores in pre and post tests. Then analysis of variance (Manova Test) and chi square tests
applied to evaluate the effects of research variables on each other. The mean score of
academic achievement in the blended education group (Mean=15.67, SD=1.65, T=3.06,
p=0,004), was higher than that of the traditional education (Mean=13.88, SD=2.06). In
surveying the interaction between attribution style, type of teaching, and scores of
academic achievement, it was revealed that there was a significant relationship between
global–local favorable condition (P=/04, F=10/52). Evaluating the interaction between
type of teaching , student‘s final scores and personality type based on MANOVA TEST
revealed that, there was a significant relationship between all personality
factors(openness, extraversion, agreeableness and conscientiousness), except
neuroticism criterion. The use of this educational method with standard designing
strategies is recommended for teaching medical sciences.
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