Blended Learning in the Literary Criticism Course

Abstract

This study investigated the performance and attitudes of students in the literary criticism course towards online learning engagement. The participants of the study included sixty English major students. There were two sections: one control while the other is experimental. The study used both pre and post tests and pre and post questionnaires. A 25-item questionnaire was used to assess students’ attitudes towards this experience. The results revealed that the experimental group had very positive attitudes toward using the online learning platform in learning English literature courses. Moreover, the study showed that there were statistically significant differences found on the attitudes towards the Online Learning Platform (Moodle) in the Literary Criticism Course favoring the experimental group. Similarly, the post-test revealed that there were statistically significant differences in the performance of the students favoring the experimental group. The researchers concluded the study with a set of recommendations.