The Impact of Blended Learning in Developing Students' Writing Skills: Hawassa University in Focus

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  • Source:
    African Educational Research Journal, v4 n2 p49-68 May 2016. 20 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research; Tests/Questionnaires
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1216188
      Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: http://www.netjournals.org/aer_index.html
    • Peer Reviewed:
      Y
    • ISSN:
      2354-2160
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      The objectives of this study were to examine the impact of blended learning in developing English writing performance of first year students and to determine the level of computer attitudes of English language instructors towards using blended learning approach to teach English writing. The research design of the study was quasi-experimental research. The experimental group were taught using blended learning instruction while the control group were taught using traditional lecture method. A sample of 80 students (48 male, 32 female) and 50 English language instructors (40 male, 10 female) was selected. The pre-test and posttest were used as instruments for data collection for students whereas questionnaire and FGD were used for data collection for instructors. Students' test scores were analyzed using ANCOVA procedure. The instructors' questionnaire data were analyzed using descriptive statistics, whereas FGD outcomes were qualitatively evaluated. A statistically significant difference was observed between the groups in posttest scores of writing course (F= 275.22, df = 1,77, p < 0.01). Conclusion is that students of experimental group performed better in writing skills course than students of control group. Instructors' attitudes towards computers were positive but their actual use of computers was moderate. Finally, it was recommended among others that university instructors should willingly restructure their programs, courses and assessment procedures to host BL and that the academic officials provide for the appropriate staff training and technical infrastructure for the implementation of BL.
    • Abstract:
      ERIC
    • Number of References:
      -1
    • Physical Description:
      20
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1216188
  • Citations
    • ABNT:
      GETA, M.; OLANGO, M. The Impact of Blended Learning in Developing Students’ Writing Skills: Hawassa University in Focus. African Educational Research Journal, [s. l.], v. 4, n. 2, p. 49–68, 2016. Disponível em: . Acesso em: 15 out. 2019.
    • AMA:
      Geta M, Olango M. The Impact of Blended Learning in Developing Students’ Writing Skills: Hawassa University in Focus. African Educational Research Journal. 2016;4(2):49-68. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1216188&custid=s8280428. Accessed October 15, 2019.
    • APA:
      Geta, M., & Olango, M. (2016). The Impact of Blended Learning in Developing Students’ Writing Skills: Hawassa University in Focus. African Educational Research Journal, 4(2), 49–68. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1216188&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Geta, Mulu, and Menna Olango. 2016. “The Impact of Blended Learning in Developing Students’ Writing Skills: Hawassa University in Focus.” African Educational Research Journal 4 (2): 49–68. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1216188&custid=s8280428.
    • Harvard:
      Geta, M. and Olango, M. (2016) ‘The Impact of Blended Learning in Developing Students’ Writing Skills: Hawassa University in Focus’, African Educational Research Journal, 4(2), pp. 49–68. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1216188&custid=s8280428 (Accessed: 15 October 2019).
    • Harvard: Australian:
      Geta, M & Olango, M 2016, ‘The Impact of Blended Learning in Developing Students’ Writing Skills: Hawassa University in Focus’, African Educational Research Journal, vol. 4, no. 2, pp. 49–68, viewed 15 October 2019, .
    • MLA:
      Geta, Mulu, and Menna Olango. “The Impact of Blended Learning in Developing Students’ Writing Skills: Hawassa University in Focus.” African Educational Research Journal, vol. 4, no. 2, May 2016, pp. 49–68. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1216188&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Geta, Mulu, and Menna Olango. “The Impact of Blended Learning in Developing Students’ Writing Skills: Hawassa University in Focus.” African Educational Research Journal 4, no. 2 (May 1, 2016): 49–68. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1216188&custid=s8280428.
    • Vancouver/ICMJE:
      Geta M, Olango M. The Impact of Blended Learning in Developing Students’ Writing Skills: Hawassa University in Focus. African Educational Research Journal [Internet]. 2016 May 1 [cited 2019 Oct 15];4(2):49–68. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1216188&custid=s8280428