Abstract

The aim of this study was to identify the role of blended education in developing academic achievement among female students of intermediate stage according to the point of view of their female teachers. The study also shows the most difficult challenges that female teachers face in developing academic achievement, during the application of blended education according to their viewpoint. In order to achieve this aim, the researcher used the descriptive method, and prepared a questionnaire as a tool for collecting data, this questionnaire was applied to a sample contained (277) female teachers of middle stage in Al-Jouf region. The questionnaire was distributed randomly to the female teachers of intermediate stage in the second semester of academic year 1443 / 1443. After analysing the data, the results of all the phrases that represented the axis of blended education in developing academic achievement among female students of intermediate stage, from the point of view of their female teachers, were of high degree, as they were confined between the averages (3.64) and (4.04), and the challenges that faced the female teachers in developing academic achievement during the application of blended education, according to their viewpoint were of high degree with arithmetic mean of (3.84). The results also showed that there were not any significant statistical differences at the indicator level of (alpha less than 0.05) among averages of study sample’s responses about the role of blended education in developing academic achievement among female students of intermediate stage according to the viewpoint of their female teachers that were related to the variable (number of years of experience in using the method of blended education). Moreover, the results also showed significant statistical differences at the indicator level of (alpha less than 0.05) among averages of study sample’s responses about the role of blended education in developing academic achievement among female students of intermediate stage according to the viewpoint of their female teachers that were related to the variable (number of training hours that were spent in blended education), and in the trend of female teachers who have training hours (5-10 hours) and (more than 10 hours). Furthermore, the results also showed that there were not any significant statistical differences at the indicator level of (alpha less than 0.05) among averages of study sample's responses about the challenges that face the female teachers in developing academic achievement during the application of blended education according to their viewpoint that were related to the two variables: ( the number of years of experience in using the method of blended education, the number of training hours that were spent in blended education).