Open AccessThe Impact of Blended Learning using the Ideas Box on the Motivation for Learning Among Non-formal Syrian Female Refugee Students in Jordan
Author(s) -
Asma’a S. Alkhatib,
Suhair A. Jaradat
Publication year - 2021
Publication title -
international journal of interactive mobile technologies
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.316
H-Index - 16
ISSN - 1865-7923
DOI - 10.3991/ijim.v15i11.21961
Subject(s) - promotion (chess) , formal learning , curriculum , unit (ring theory) , mathematics education , psychology , refugee , islam , pedagogy , medical education , political science , geography , medicine , archaeology , politics , law
The study aims to identify the impact of blended learning using the Ideas Box on the motivation toward learning among non-formal education female students in the Syrian refugee camps in Jordan. A semi-experimental approach was adopted; the sample of the study consisted of 30 female students enrolled in the Culture Promotion Program for Dropouts, second cycle, in the JOHUD Center for Social Support in January 2020. The experimental group consisted of 15 students who were taught the Islamic Pillars unit using the Ideas Box while the control group consisted of 15 students taught the same unit using the traditional way. Results show that there were no significant differences in mean scores of motivation between the two groups. This finding stresses the need for redesigning the current program used to teach students receiving the non-formal education to incorporate the Ideas Box into the curriculum.