The Impact of a Blended Learning Course on Khartoum University Students` Achievement and Motivation to Learn Scientific English
Dr. Alajab M. Alajab, Dr. Ameera Musa Ali Hussain
Abstract
The aim of this study is to assess the impact of a proposed blended learning strategy for teaching Scientific
English among Khartoum University, therapeutic & health nutrition students’ achievement and motivation to
learn scientific English. The sample consisted of (137) college students who are studying in faculty of education,
home science department. The experimental group was composed of 48 students who enrolled in the English for
Science, University required courses during the first semester of the academic year 2012/2013. The control group
composed of the previous home science first year students who were enrolled in the same course in the first
semester of the academic years 2010/2011(33 students) and 2005/2006 (56 students) respectively. The
experimental group taught the course contents by using the proposed blended learning strategy, while the two
control groups (2011/2012 & 2005/2006 academic year groups) taught the course contents through the
conventional (traditional face–to-face) approach of teaching. Learners' motivation toward course learning
materials was measured using the Instructional Materials Motivation Survey (IMMS) instrument, which consisted
of four motivation categories based on Keller’s model: Attention, Relevance, Confidence, and Satisfaction. Data
analysis revealed that there was a significant effect of the proposed blended learning strategy on subjects`
achievement in the English for Science; University required course as well as their motivation to learn Scientific
English. Moreover, results indicated that experimental groups’ candidates reported a high degree of satisfaction
with blended learning experience in Scientific English. Based on the study results some recommendations and
suggestions for further research were driven.
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