Cihad ?entürk
Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills
Karamano?lu Mehmetbey University
purpose study examine effects blended teachinglearning approach academic achievement twentyfirst century skills preservice teachers took teaching principles methods course implementation carried period ten weeks preservice teachers enrolled pedagogical training faculty education karamanolu mehmetbey university 20192020 academic year study semiexperimental research design experimental control groups employed data collection tools academic achievement test multidimensional twentyfirst century skills scale analysis revealed significant difference across two groups academic achievement twentyfirst century skills favor experimental group addition analysis retention test administered four weeks later showed significant difference favor experimental group light results implications future directions discussed