Assessment of Multimedia Based Blended Learning Engineering Courseware at An-Najah National University

This study aims to assess the impact of the blended learning approach on engineering education at An-Najah National University compared with traditional learning approach. This research has utilized the semi-experimental approach, and followed an integrative methodology. Surveying 1 and Transportation Systems Engineering 1 courses from the Department of Civil Engineering were selected for assessment. Transportation Systems Engineering 1 was developed considering Moodle platform as a multimedia-based course in this study and taught utilizing blended learning approach, which was then assessed, while Surveying 1 was already developed and taught in two different ways for two different classes; utilizing blended approach for a class and traditional approach for the other, which were assessed in this research. This research classified the subject study into four cases, Surveying 1 class taught using the traditional approach and assessed after the first exam, Surveying 1 class taught using the blended learning approach and assessed after the first exam, Surveying 1 class taught using the blended learning approach and assessed after the second exam, and Transportation Systems Engineering 1 class taught using the blended learning approach and assessed after the first exam. The research examined the relations in four domains/areas which were: students' preferences and attitudes towards blended learning process, content, and interest, as well as their academic achievement. Three comparative assessments were conducted in order to examine these domains effects in blended learning experiments. In addition, specific hypotheses were identified and examined for the four studied cases. Hypotheses were tested the effects of gender, GPA, study level and secondary school examination variables on students' e-learning skills, preferences and attitudes, and academic achievements domains. Questionnaires were designed and distributed to students of the two courses, and the results were analyzes utilizing SPSS. The outcome of the analysis reveals that there was a positive impact on students’ academic achievement and their preferences in the course taught utilizing blended learning over that taught utilizing the traditional method. Neither students’ preferences towards blended learning nor their academic achievements increased with time throughout the course studied. Also students’ preferences towards blended learning hadn't increased through different study level, but there was a limited increase in third year students' academic achievement over second year students. Some significant differences have been observed; there was a significant difference between students' academic achievement and their GPA for the traditional approach Surveying 1 class assessed after the first exam. In addition, there was a significant difference between students' e-learning skills and their GPA, for blended approach Transportation Systems Engineering 1 class assessed after the first exam. On the other hand, there was a significant difference between students' preferences and their gender for blended approach Surveying 1 class, assessed after the second exam. Also there was significance difference between students' e-learning skills and their study level for blended approach Transportation Systems Engineering 1 class assessed after the first exam. Extending utilizing the blended learning approach to other engineering courses is recommended. There is a need to conduct further studies with larger groups of participants and more classes to examine whether the previous findings are confirmed.