The Modernized Teaching Methods Course and Its Effectiveness in Developing Trainees Skills towar Blended Learning

Abstract

The present study aims to explore the effectiveness of the updated teaching methods course in developing trainees’ skills toward blended learning and to analyze its impact in light of the variables of gender and professional experience. To achieve this goal, the researcher formulated three null hypotheses suggesting no statistically significant differences at the 0.05 level attributable to the training course, gender (male or female), or years of experience, across three trainee groups within the research sample. The study employed a descriptive-analytical methodology. The research population consisted of )147( trainees participating in the sixth training course, held at the Center for Continuing Education at Al-Nahrain University. A sample of )26( trainees from educational disciplines was selected, including )7( male and )19( female participants. The research tool was a “Blended Learning Skills” scale developed by the researcher. Statistical analyses involved Cronbach’s alpha for reliability, paired and independent samples t-tests, one-way ANOVA, and Scheffé's post hoc test to identify pairwise differences based on experience among the three groups. The results indicated statistically significant differences between the pre- and post-application scores in favor of the post-test, demonstrating the strong impact of the training course. No significant differences were found based on gender. However, the results revealed significant differences based on experience, favoring the group with the highest level of experience. Based on these findings, the researcher recommends continuing to adopt training courses that rely on updated teaching methods due to their effective role in enhancing educators’ blended learning skills, and the importance of generalizing such courses across educational institutions.