The effect of blended learning environment on academic success, studying habits, and motivation of teacher candidates

This research was held in order to determine the effect of blended learning environment on academic success, studying habits, and motivation of teacher candidates. In this research, totally 158 students took part from fourth grade normal education (N.E.) and evening education (E.E.) classes of Mathematics Teaching and third grade normal education classes of Social Sciences Teaching divisions at Siirt University, Faculty of Education, Department of Primary School Teaching. These classes were selected because; the course "Human Relations and Communication" is present in curricula of these divisions in these classes. Experimental and control groups were randomly formed within these groups. According to this, Mathematics 4/A (E.E.) and Social Sciences 3/B (N.E.) classes formed the experimental group and Mathematics 4/A (N.E.) and Social Sciences 3/A (N.E.) classes formed the control group. The students not attending the data collection process, not following the activities on internet and not attending the classes, 10 students in total, in experimental group were not included to data analyses. 5 students not attending the classes and 8 students not filling out the surveys properly in control group were also not included to data analyses. Therefore, 38 in control and 38 in experimental group in Mathematics and 41 in control and 41 in experimental group in Social Sciences, totally 158 students formed the workgroup. As data collection tools; achievement test of "Human Relations and Communication" course, studying habits scale and motivation scale and interview questions were used. The application of the research lasted 10 weeks. The courses were given face to face and in the net media in an appropriate way to blended learning in the experimental group. Moodle, a Learning Management System (LMS), was used in order to form the on line dimension of blended learning. The courses were given in conventional instruction in control groups. In the research, "pre and post-test paired control grouped pattern" which is accepted as a semi-experimental pattern is used. In the analyses of the data, independent sapling t test, paired sampling t test and one-way variance analysis (ANOVA) tests ar used. The data are analysed using the SPSS program. The significance level was taken 0,05. As a result of data analyses, in achievement, post test results of the "human relations and communication" course, while there was a significant difference in favor of experimental group within mathematics students (p<0.05), there wasn't a significant difference (p>0.05) in achievement, post test results of the "human relations and communication" course. When the mean of achievement test post test results of all students in all groups of mathematics and Social Sciences experimental and control groups are compared, a significant difference in is found among the results of mathematics experimental (ME) – mathematics control (MC), mathematics experimental (ME) – social sciences experimental (SSE), mathematics experimental (ME) – social sciences control (SSC) in favor of mathematics experimental group [F(3-154) = 13,69, p < 0,05]. After the application of the research, when the mean values of studying habits scale results of mathematics and social sciences students are compared, no significant difference was found (p>0.05). Again after the application of the research, when the mean values of motivation scale results of experimental and control groups of mathematics and social sciences students are compared, no significant difference was found (p>0.05). When the pre-test results and post-test results of achievement test in experimental groups are compared, it was seen that there was a significant difference in favor of the post-test (p<0.05) in both mathematics and social sciences experimental groups. When the pre-test results and post-test results of studying habits scale in experimental groups are compared, it was seen that there was no significant difference (p>0.05) in studying habits of both mathematics and social sciences groups. When the pre-test results and post-test results of motivation scale in experimental groups are compared, while significant differences in favor of post test in mathematics groups in sub-dimensions of internal target arrangement, task value, and control belief were seen (p<0.05), no significant difference was seen (p>0.05) between the pre test and post- test results of social sciences students in neither main nor sub-dimensions. After the evaluation of the interviews made with the students, some aspects of the blended learning method such as learning in the own pace of oneself, reaching the course documents at any time and place desired, expressing oneself freely, and being able to study again at any time desired, are commented positively. Beside these some other aspects such as not every students may have the access to computer and internet, there may be some defects in technological facilities, working against the computer for a long time can be boring are also commented negatively Keywords: Blended Learning, Web-supported Learning, Online Learning, Instruction Technologies, Studying Habits, Motivation, Moodle