THE IMPACT OF BLENDED LEARNING MODEL ON STUDENT ATTITUDES TOWARDS GEOGRAPHY COURSE AND THEIR CRITICAL THINKING DISPOSITIONS AND LEVELS

Abstract

The present study aims to determine the impact of blended learning model on student attitudes towards Geography course and their critical thinking dispositions and skills. An experimental pattern with pretest-posttest control group was used in the study. The study group consists of a total of 57 students - 28 in the experiment group and 29 in the control group - at Kirsehir High School. The experiment group was subject to hybrid learning through the Geography web page, while the traditional learning model was used for the control group. The data were collected through literature review, the Geography Attitude Scale, and the California Critical Thinking Disposition Inventory with Cronbach Alpha values of 0.92 and 0.88, respectively. The data were then subjected to percentage, arithmetic mean, t-test, ANOVA, Scheffe and Pearson correlation tests and the results were interpreted (p < 0.05). As a results: Blended learning model contributed more to student attitudes toward geography course when compared to the traditional learning model; blended learning model contributed more to student critical dispositions and levels when compared to the traditional learning model; and there was a positive correlation between student attitudes toward geography course and their critical thinking dispositions and levels.