Efficacy of a Blended Learning Mastery Progression Cycle on Student Achievement and Attitude in High School Science
This study was conducted to examine the effect of a Blended Learning Mastery Progression Cycle on student achievement and attitude in a High School Physics context.It was concluded that the use of the Blended Learning Mastery Progression Cycle led to improvements in understanding. These findings ind...
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| Format: | Thesis |
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Curtin University
2020
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| Online Access: | http://hdl.handle.net/20.500.11937/82445 |
| _version_ | 1848764512214188032 |
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| author | Roberson, Sam Peter |
| author_facet | Roberson, Sam Peter |
| author_sort | Roberson, Sam Peter |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This study was conducted to examine the effect of a Blended Learning Mastery Progression Cycle on student achievement and attitude in a High School Physics context.It was concluded that the use of the Blended Learning Mastery Progression Cycle led to improvements in understanding. These findings indicate that the use of Blended Learning activities as correctives is an effective way of improving students’ understanding of the Newtonian Force Concept. |
| first_indexed | 2025-11-14T11:20:32Z |
| format | Thesis |
| id | curtin-20.500.11937-82445 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:20:32Z |
| publishDate | 2020 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-824452021-01-28T08:06:55Z Efficacy of a Blended Learning Mastery Progression Cycle on Student Achievement and Attitude in High School Science Roberson, Sam Peter This study was conducted to examine the effect of a Blended Learning Mastery Progression Cycle on student achievement and attitude in a High School Physics context.It was concluded that the use of the Blended Learning Mastery Progression Cycle led to improvements in understanding. These findings indicate that the use of Blended Learning activities as correctives is an effective way of improving students’ understanding of the Newtonian Force Concept. 2020 Thesis http://hdl.handle.net/20.500.11937/82445 Curtin University fulltext |
| spellingShingle | Roberson, Sam Peter Efficacy of a Blended Learning Mastery Progression Cycle on Student Achievement and Attitude in High School Science |
| title | Efficacy of a Blended Learning Mastery Progression Cycle on Student Achievement and Attitude in High School Science |
| title_full | Efficacy of a Blended Learning Mastery Progression Cycle on Student Achievement and Attitude in High School Science |
| title_fullStr | Efficacy of a Blended Learning Mastery Progression Cycle on Student Achievement and Attitude in High School Science |
| title_full_unstemmed | Efficacy of a Blended Learning Mastery Progression Cycle on Student Achievement and Attitude in High School Science |
| title_short | Efficacy of a Blended Learning Mastery Progression Cycle on Student Achievement and Attitude in High School Science |
| title_sort | efficacy of a blended learning mastery progression cycle on student achievement and attitude in high school science |
| url | http://hdl.handle.net/20.500.11937/82445 |