This study investigated the effect of a blended-learning approach in the learning
of problem-solving skills in a first-level distance education physics module.
A problem-solving type of instruction with explicit teaching of a problem-solving
strategy was implemented in the module, which was presented through correspondence,
online using an in-house learning management system as well as two face-to-
face discussion classes. The study used the ex post facto research design with
stratified sampling to investigate the possible cause-effect relationship between the
blended-learning approach and the problem-solving performance. The number of
problems attempted, the mean frequency of using strategy in problem solving and
the achievement marks of the three strata were compared using inferential statistics.
The finding of the study indicated that the blended-learning approach had no
statistically significant effect in the learning of problem-solving skills in a distance
education module. / Educational Studies / M. Ed. (Open and Distance Learning)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/19986 |
| Date | January 2014 |
| Creators | Rampho, Gaotsiwe Joel |
| Contributors | Ramorola, Mmankoko Ziporah |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (v, 98 leaves) : illustrations (some color) |
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