Dr. Nadia Ouakli is a lecturer in Statistics. She holds a Doctorate and a Master's degree from the University Pierre and Marie Curie (now Sorbonne Science) in Paris, France, specializing in Probability and Statistics. Dr. Ouakli also holds a BSc in Mathematics from Algiers University. Her research interests include regression modeling applied to education and principal components analysis in assessing program and course learning outcomes, as well as ranking methodologies. She is the co-author of the book Statistique Cours et Exercices published by the Office des Publications Universitaires. With more than two decades of teaching experience, Dr. Ouakli has taught Mathematics, Probability, and Statistics at prestigious universities in Algeria before joining Ajman University.
The key goal of the paper is to study the influence of blended learning on the academic performance of students of a statistics Bluman course at the University of Ajman. The study was implemented by means of a quasi-experimental design. The sample of the study was 268 students, grouped into two groups: one experimental group (n = 135) that used blended learning; and the other a control group (n = 133) which was educated using the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students’ post-test achievement in the two study groups, in favor of experimental group students, who were educated through blended learning. Furthermore, the outcomes showed that the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and based on the variable of students’ academic year (supporting those students in the fourth academic year). However, no statistically significant difference was found among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.
The aim of this study is to investigate the impact of introducing new teaching methods to the delivery of the Statistics course at Ajman University (UAE). A series of screen-captured videos with audio track, using OBS (Open Broadcaster Software), to address topics in three key areas in statistics, such as probability concepts ,sampling distributions and confidence intervals were made available to students through the LMS software Moodle. A sample of 121 students were asked to watch the videos at their own pace. A written exam comprised of short essay questions and multiple choice questions was used to assess students’ performance before ( pre-test marks ) and after watching the videos ( post-test marks). The pre- and post- test marks were compared using a paired sample t-test, which showed that the post-test marks were significantly higher than the pre-test marks .A survey was also conducted to evaluate the feedback and attitude of the students regarding this new pedagogical method. Cronbach Alpha was used to measure the reliability and validity of the questions .the results indicated that the students rated the videos as useful and that they have gained skills in problem solving which lowered their anxiety during the post-test. The study recommends expanding this new teaching method to include more topics in statistics course and generalize it to other introductory science courses in the general education program