Mining Vocational Educational Data to Analyse the Effectiveness of a Blended Learning Model in Programming Courses

Abstract

This study investigates the impact of a blended learning strategy on programming education, combining online and face-to-face instruction. A station rotation model was implemented in a JavaScript course for secondary vocational school students, with an intervention group using blended learning and a control group using traditional face-to-face instruction. The course was designed using problem-based learning and Bloom's taxonomy to promote higher-order thinking skills. Educational Data Mining (EDM) was employed to analyze the effectiveness of the blended learning strategy. The results showed the superiority of applying blended learning model over the traditional teaching one in terms of student performance. Also, the adopted model improve the knowledge retention and engagement level of the students