The Influence of Blending Learning on Undergraduates’ Critical Thinking Disposition: A Quasi Experimental Study

Hou Yongmei(Department of Psychology, School of Humanity and Administration, Guangdong Medical University)

Abstract

Objective: To explore the influence of blending learning on the critical thinking disposition among undergraduates. Methods: Two undergraduate classes majoring in Applied Psychology with similar level of critical thinking disposition were selected as the research subjects. Class A (106 students) was the experimental class, and class B (131 students) was the control class. During the research period of one semester (four months), the following measures were implemented for the two classes. The control class studied Developmental Psychology under the conventional teaching methods and procedures, while the experimental class studied Developmental Psychology according to the requirements and procedures of blending learning. The two classes were investigated with Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) at the beginning and end of the course. Results: At the beginning of the course, the total scores of CTDI-CV of the two classes were (217.33 ± 14.90) and (218.31 ± 16.29), respectively, with no significant difference (P > 0.05). At the end of the course, the total scores of CTDI-CV of the experimental class and the control class were (237.84 ± 17.53) and (224.22 ± 17.52), respectively, and the difference was statistically significant (P < 0.001). Conclusion: Blending learning may have a positive effect in improving the critical thinking disposition in undergraduates.

Keywords

Blending learning; Critical thinking disposition; Undergraduates; Quasi experimental study

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DOI: http://dx.doi.org/10.26549/jetm.v5i1.6504