Asset Details
Do you wish to reserve the book?
The Impact of Project-Based Learning within Blended Learning on Creative Thinking for Tenth-Grade Students
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
The Impact of Project-Based Learning within Blended Learning on Creative Thinking for Tenth-Grade Students
Do you wish to request the book?
The Impact of Project-Based Learning within Blended Learning on Creative Thinking for Tenth-Grade Students
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
The Impact of Project-Based Learning within Blended Learning on Creative Thinking for Tenth-Grade Students
2025
Overview
Objectives: This study investigated the impact of project-based learning (PjBL) within a blended learning (PjBL-BL) approach on developing creative thinking skills among tenth-grade students studying Physics. Methodology: The study used a quasi-experimental design involving two classes, one using PjBL-BL and the other following traditional teaching methods as a control group. The Torrance Test of Creative Thinking (Form B) was used to measure the two groups' creative thinking differences. Results: The study's key findings revealed that the PjBL-BL group exhibited statistically significant differences in creative thinking compared to the traditional teaching group, with PjBL-BL positively impacting creative thinking skills. This suggests that integrating blended learning within project-based learning can enhance the teaching of Physics concepts by providing opportunities for practical implementation. Conclusion: The study advocates revising Physics curricula for diverse scientific skills, urging further research on how blended learning in projects enhances students' grasp of Physics concepts and practical application of theoretical knowledge.
Publisher
جامعة الكويت - مجلس النشر العلمي
Subject
