This study aimed to assess the effect of teaching methods using synchronous, asynchronous, and blended virtual classrooms on achievement and learning enjoyment for 10th-grade students in biology in the Southern Mazar District. The study sample consisted of 68 female students who were randomly distributed into four groups: the first experimental group was taught using synchronous virtual classrooms consisting of 15 students, the second experimental group was taught using asynchronous virtual classrooms consisting of 20 students, the third experimental group was taught using blended virtual classrooms consisted of 17 students, and the control group was taught using the traditional method consisting of 16 students. The quasi-experimental approach was used in this study, an achievement test and a measure of learning enjoyment towards biology were prepared, and their validity and reliability indicators were verified. The study revealed there were statistically significant differences in achievement and learning enjoyment among 10th-grade students between each of the three experimental groups (synchronous, asynchronous, and blended virtual teaching methods) on one hand and the control group (traditional method) on the other hand, in favor of the three experimental groups: synchronous, asynchronous, and blended virtual teaching methods. The results also exhibited statistically significant differences between the mean scores of the 10th-grade students’ post-achievement test in biology between the blended virtual class group and the two experimental groups (synchronous, and asynchronous classes), in favor of the blended virtual class group. In conclusion, based on the achieved results, several recommendations were suggested.
: مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية', './data/jsrep/coversheet/cover_en.jpg'))
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