الملخص الإنجليزي
This Quasi-experimental study aimed to identify the effects of the blended learning on the
achievement of Omani students with mathematics learning disabilities (MLD). The study
sample consisted of 18 male and female students with MLD enrolled in a learning disabilities
program in two first-cycle schools in Muscat Governorate, Oman. One of the two schools
was randomly selected as a control group and the second as an experimental group. A pre and post achievement test in mathematics was applied to the students in the two groups. The
students in the experimental group were taught according to the blended learning for eight
weeks. The results indicated that there were statistically significant differences between the
means of the two groups in the post-achievement test, in favor of the students in the
experimental group. There were statistically significant differences due to grade in favor of
the fourth-grade students in the experimental group, and there were no differences attributed
to gender. The study recommended that blended learning be included in the learning
disabilities program, and conducting studies dealing with the effects of augmented reality
and artificial intelligence on students with MLD.
