The Effect of Blended Learning in developing Critical Thinking Skills among 8th grade Students in History Subject

Main Article Content

Fatimah Akram Othman, Moh'd Mahmoud AL-Hileh


The study aimed to investigate the effect of blended learning in developing critical thinking skills among eighth-grade students in history subject. To achieve the study's objectives, a semi- experimental approach was adopted, where California Critical Thinking Skills Test (2000) was used after examining its validity and reliability. A purposive sample was selected from eighth-grade students who were enrolled at Al-Madar International School, first semester of the year (2020/2021). The sample consisted of (60) students in two sections with (30) students in each. One of the sections represents the experimental group, who have learned by blended learning technology, and the other represents the control group learned using traditional teaching methods.  Results showed significant and statistical differences (α=0.05) in critical thinking in favor of the experimental group who have learned by blended learning and.  On the other hand, there was no statistically differences in critical thinking skills among the experimental group between Post-test and postponed exam’s results, According to the effect size weight, deductive skill skills came in the first place, followed by analyzing skill, analyzing skill, and evaluating skill, respectively. 

Article Details