The effects of blended learning on student?s academic success and persistence in learning

In this study, the effects of blended learning on student?s academic success and persistence in learning was investigated.Experimental design with pretest-posttest with control group was used in the analysis of academic achievement. This study was done on 32 experiment, 31 control group of Computer Programming training departmend second years students at Inonu University Malatya Vocational High School and ?Computer Hardware? classes are chosen during the test. Treatment group studied in the blended learning environment while control group studied in face-to-face learning environment.In this research, used success test and related to blended learning activity contact questions in collection of data instrument. Datas were analyzed, used to a special statistics program for to test the research hypotheses. Descriptive statistics, independent groups t-test and covariance analyses (ANCOVA) were used to analyse the data obtained from the research.The results of this study showed that, there is not a meaningful statistical difference on student?s academic success between experiment group and control group in pre and posttest achievement scores. The results showed that, experiment group?s students learned to as much as control group?s students. Achievement test scores of experimental group is applied to both groups in favor of the persistence of a significant difference was found. This result, obtained from the learning, blended learning environments has shown that a more permanent.According to the views of students on blended learning activities and application process; issues in more permanent way, they have learned, they do it again and the application, consultant to communicate what they need, in same cases, liked many of the features of the course web site but also faced some problem as well as reported.Key Words: Blended Learning, Distance Learning, Web-Based Learning.