A BLENDED EDUCATION PROGRAM BASED ON CRITICAL THINKING AND ITS EFFECT ON PERSONALITY TYPE AND ATTRIBUTION STYLE OF THE STUDENTS

dc.creator	Leili MOSALANEJAD
dc.creator	Ahmad ALIPOR
dc.creator	Bahman ZANDI
dc.date	2010-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:48Z
dc.date.available	2015-07-20T22:13:48Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/d418a25698c6469692dd23c33992207e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16333
dc.description	Blended learning is a mixture of the various learning strategies and delivery methods that will optimize the learning experience of the user. This research evaluated psychological effect of blended learning on student.This research is a quasi-experimental study. 41students participated in two groups and they registered in the course of psychological diseases in the first semester of 2008–2009. Then, they were randomly divided into groups of traditional and blended methods. Data were gathered through Attribution Measurement Test and Neo Personality Test (Neo FFI).Descriptive statistics were used to evaluate the patterns of data distribution. Analytic statistics such as paired-t test and student t-test were utilized to compare the differences of between the mean scores in pre and post tests. Then analysis of variance (Manova Test) and chi square tests applied to evaluate the effects of research variables on each other. The mean score of academic achievement in the blended education group (Mean=15.67, SD=1.65, T=3.06, p=0,004), was higher than that of the traditional education (Mean=13.88, SD=2.06). In surveying the interaction between attribution style, type of teaching, and scores of academic achievement, it was revealed that there was a significant relationship between global–local favorable condition (P=/04, F=10/52). Evaluating the interaction between type of teaching , student’s final scores and personality type based on MANOVA TEST revealed that, there was a significant relationship between all personality factors(openness, extraversion, agreeableness and conscientiousness), except neuroticism criterion. The use of this educational method with standard designing strategies is recommended for teaching medical sciences.
dc.language	English
dc.publisher	Anadolu University, Eskisehir
dc.relation	http://tojde.anadolu.edu.tr/tojde38/pdf/article_12.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 11, Iss 2, Pp 185-196 (2010)
dc.subject	Attribution style
dc.subject	personality aspect
dc.subject	blended learning
dc.subject	academic achievement
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	A BLENDED EDUCATION PROGRAM BASED ON CRITICAL THINKING AND ITS EFFECT ON PERSONALITY TYPE AND ATTRIBUTION STYLE OF THE STUDENTS
dc.type	article