Blending Makes the Difference: Comparison of Blended and Traditional Instruction on Students’ Performance and Attitudes in Computer Literacy

Adem Uzun; Aysan Senturk

doi:10.30935/cedtech/6027

Adem Uzun ¹ ^*, Aysan Senturk ¹

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CONT ED TECHNOLOGY, Volume 1, Issue 3, pp. 196-207

https://doi.org/10.30935/cedtech/6027

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Abstract

Purpose of this study is to compare students’ course achievement and attitudes towards computers in computer literacy course between two course delivery methods: Blended and face-to-face (FTF). Using a pretest-posttest control group experimental design model, participants were assigned to experimental and control groups purposefully in order to achieve group equivalency. The study was conducted during the fall of the 2006-2007 academic year. Participants were 179 students from the Faculty of Education at Uludag University in Turkey. 86 students were taught with the blended mode of delivery, which involved using both FTF and online modes of instruction; 93 students were taught with FTF mode alone. At the beginning of the study, prior knowledge about computer literacy and attitudes towards computers were measured in both groups. At the end of the study, students’ final course scores and attitude scores towards computers were evaluated. Data were analyzed using independent samples t-tests. A statistically significant difference was found between the FTF and blended group (p < 0.05). The analysis showed that the blended group was more successful than the traditional group in terms of both course achievement and attitudes towards computers.

Keywords: Blended learning, Face-to-face instruction, Computer literacy, Attitudes toward computers

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Citation

Uzun, A., & Senturk, A. (2010). Blending Makes the Difference: Comparison of Blended and Traditional Instruction on Students’ Performance and Attitudes in Computer Literacy. Contemporary Educational Technology, 1(3), 196-207. https://doi.org/10.30935/cedtech/6027

Uzun, A., and Senturk, A. (2010). Blending Makes the Difference: Comparison of Blended and Traditional Instruction on Students’ Performance and Attitudes in Computer Literacy. Contemporary Educational Technology, 1(3), pp. 196-207. https://doi.org/10.30935/cedtech/6027

Uzun A, Senturk A. Blending Makes the Difference: Comparison of Blended and Traditional Instruction on Students’ Performance and Attitudes in Computer Literacy. CONT ED TECHNOLOGY. 2010;1(3), 196-207. https://doi.org/10.30935/cedtech/6027

Uzun, Adem, and Aysan Senturk. "Blending Makes the Difference: Comparison of Blended and Traditional Instruction on Students’ Performance and Attitudes in Computer Literacy". Contemporary Educational Technology 2010 1 no. 3 (2010): 196-207. https://doi.org/10.30935/cedtech/6027

Uzun, Adem et al. "Blending Makes the Difference: Comparison of Blended and Traditional Instruction on Students’ Performance and Attitudes in Computer Literacy". Contemporary Educational Technology, vol. 1, no. 3, 2010, pp. 196-207. https://doi.org/10.30935/cedtech/6027

Uzun A, Senturk A. Blending Makes the Difference: Comparison of Blended and Traditional Instruction on Students’ Performance and Attitudes in Computer Literacy. CONT ED TECHNOLOGY. 2010;1(3):196-207. https://doi.org/10.30935/cedtech/6027