Document Type : Research Paper
Authors
1 Master of Science in Curriculum Planning, Faculty of Humanities, University of Arak.
2 Assistant Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Arak University, Arak, Iran
3 Assistant Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Arak University, Arak, Iran.
Abstract
The purpose of this study was to investigate the effectiveness of blended learning based on the station rotation model on problem-solving skills and academic well-being of fifth-grade elementary school students. The research method was quasi-experimental with a pre-test-post-test control group design. The statistical population of the study included all fifth-grade elementary school students in Saveh city in the academic year 2022-2023. The research participants, 40 fifth-grade students, were selected through convenience sampling and randomly assigned to two groups: experimental (20 students) and control (20 students). The data collection instruments included the Heppner and Petersen (1982) Problem-Solving Inventory and the Tuominen-Soini et al. (2012) Academic Well-being Questionnaire. After the pre-test, the experimental group received 12 sessions of math instruction using the blended learning approach based on the station rotation model, while the control group received traditional classroom instruction. After 12 sessions, both groups were post-tested. Data analysis was performed using descriptive statistics (mean and standard deviation) and inferential statistics (univariate and multivariate analysis of covariance). 1 The results showed that the mean scores of problem-solving skills and academic well-being in students who learned through the blended learning approach based on the station rotation model were significantly higher than those of students who received traditional instruction. Therefore, it can be concluded that the blended learning approach based on the station rotation model can open new horizons for policymakers and education stakeholders to improve problem-solving skills and enhance academic well-being of students, especially in mathematics.
Keywords
)