This study aimed to investigate the effects of blended learning on ninth grade students' achievement in science and their attitudes towards using it. It compares the results of various ways of teaching science topics, and students' attitudes towards their use. The study was conducted using a quasi-experimental design case study. The participants of the study were 112 students, divided into two groups: one an experimental group (n = 61) and the other a control group (n = 51). An achievement test and questionnaire were designed to confirm the study's validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group, and the experimental group's attitudes were also more positive towards the using of blended learning. Their attitudes were in favor of students with academic performance in a science subject of the Performance level (Pass). The study recommends further research into the use of blended learning in higher education institutions.

The examination of the impact of Generative AI (GenAI) on higher education, especially from the viewpoint of students, is gaining significance. Although prior research has underscored GenAI's potential advantages in higher education, there exists a discernible research gap concerning the determinants that affect its adoption. In the present study, we aim to enhance our comprehension of the factors influencing the willingness of higher education students to adopt GenAI tools. To achieve this, we have developed an extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model incorporating specific GenAI constructs. Our research methodology entailed the selection of a diverse sample of 374 students through random sampling. We then analyzed their data using Structural Equation Modeling (SEM) to gain insights into the complex relationships between various variables. The study found that students are more likely to use GenAI tools when they view them as supplemental resource and effort expectancy. It also revealed that perceived costs negatively impact adoption intentions, highlighting that financial factors are a significant barrier. Interestingly, Factors like information accuracy and hedonic motivation did not significantly affect students' adoption intentions. This study offers key insights for eLearning practitioners on integrating Generative AI (GenAI) tools into educational settings. It emphasizes the significance of resource perception and effort expectancy, demonstrating GenAI's potential to personalize learning experiences. eLearning platforms can utilize GenAI to enhance active learning through engaging methods and streamline course development. Addressing cost barriers is crucial for equitable access and inclusivity. A gradual approach to integration aligned with learning objectives is recommended, along with fostering critical engagement with GenAI tools to enhance digital literacy. Lastly, the study is constrained by its specific context, potential biases in self-reported data, a narrow focus on factors influencing students' intent to use GenAI tools and a cross-sectional design. Future research should encompass a broader range of factors, employ objective measures, and integrate observational data. Longitudinal studies or experimental designs could offer more comprehensive insights into how students' perceptions and intentions develop, thus promoting a more inclusive educational environment for all students.

This study aims to investigate the impact of ChatGPT on enhancing the learning outcomes and academic performance of high school students in physics, specifically focusing on its role in aiding the understanding of challenging topics such as Newton’s second law of motion. This study employs a quasi-experimental quantitative methodology that involves two groups from different schools in the United Arab Emirates (UAE) and comprises both genders of students. The research findings reveal that ChatGPT has significantly improved the academic performance of both male and female students, with a slightly greater improvement observed among the latter, as indicated by the pre-test and post-test scores. Moreover, the experiments demonstrate high student engagement and interaction, which have improved their learning and achievements. The contributions and implications for research and practical applications are highlighted and discussed.

The study aimed to identify the impact of utilizing blended learning in teaching mathematics (MTH121) course on the achievement of undergraduate learners at Ajman University. The researchers followed the quasi-experimental approach. The sample of the study consisted of (196) males and females split into two control and empiric groups. The empirical group was taught using the blended learning method and the number of its students reached (99), while the other group is the control group studied in the usual conventional method, and its students reached (97) students. The study used an achievement exam in addition. The study found that there were significantly important variations in the achievement exam among the empiric and control groups for the benefit of the empirical group.