The development of a hybrid teaching and learning model for learning the physics course of undergraduate students

Abstract

This research aimed to develop of a Hybrid teaching and learning model for learning the Physics course of undergraduate students. The sample consisted of 80 undergraduate students who enrolled in Physics 1 in the 1 st semester of the academic year of 2010, obtained using the purposive sampling technique. These students were divided into two groups; an experiment group of 40 students who learned using the Hybrid learning model and a control group of 40 students. The research instruments included lesson plans for Hybrid learning model and traditional learning approach for Physics 1, the achievement test, the test on critical thinking skills and the satisfaction questionnaire on learning via the Hybrid learning model. The statistics used for testing the hypotheses included the paired t-test and the F-test (One-way MANCO VA and one-way ANCOVA) were employed. The study results are as following; the developed Hybrid learning model for Physics 1 course consisted of 12 components namely; specifying learning objectives, analyzing learners, designing the course contents based on the Hybrid learning model, designing activities corresponding to the Hybrid learning model, preparing learning environment, defining teachers' roles, implementing good features of E-learning model, implementing good features of face-to-face learning using information technology to support classroom learning, building students' skills and organizing supporting activities, evaluating classroom learning and taking feedback of classroom learning for improvement. The developed model was at the more appropriate level as assessed by a group of experts. It had the efficiencies (E 1/E 2) at 83.25/80.50 and the effectiveness index of 0.57. The students learned using the developed model and the traditional learning approach did not show Physics learning achievement and critical thinking abilities as a whole and in each subscale differently. However, the first group of the students indicated more learning retention after 2 weeks of learning than the latter group of the students (p≤0.05). The students learned using the developed model indicated their opinions as a whole at the high level. © Medwell Journals, 2012.