The Impact of Blended Learning using the Ideas Box on the Motivation for Learning Among Non-formal Syrian Female Refugee Students in Jordan

Authors

  • Asma’a S. Alkhatib The University of Jordan
  • Suhair A. Jaradat The University of Jordan

DOI:

https://doi.org/10.3991/ijim.v15i11.21961

Keywords:

blended learning, Ideas Box, motivation toward learning, non-formal educa-tion, Culture Promotion Program for Dropouts

Abstract


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.

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Published

2021-06-04

How to Cite

Alkhatib, A. S., & Jaradat, S. A. (2021). The Impact of Blended Learning using the Ideas Box on the Motivation for Learning Among Non-formal Syrian Female Refugee Students in Jordan. International Journal of Interactive Mobile Technologies (iJIM), 15(11), pp. 81–95. https://doi.org/10.3991/ijim.v15i11.21961

Issue

Vol. 15 No. 11 (2021)

Section

Papers

License

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