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The Effects of Blended Learning on Electrical-Machinery Course of Vocational High School Student's Cognitive, Skill, and Affective
This study examined the impact of Blended learning on electrical machinery learning, as measured by both learning achievement and self-perceived effects. The subjects were two classes of second-year vocational high school students who takes electrical-machinery course in the department of Electrical Technology. There were 33 students in an experimental group and 32 students in a control group. The experimental group used Blended learning and the control group used traditional learning. The experiment lasted for 5 weeks. The results were as follows: (1) Blended learning had no impact on learning achievement. (2) Compares with the traditional learning, Blended learning had a significant impact on self-perceived effects. These effects ranked in decreasing order of importance which are cognitive and skill. (3) There was a significant difference in self-perceived effect (cognitive, skill, and affective) for experimental group.
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