English abstract
The aim of the current study was to monitor teachers' opinions on blended learning
and its relationship to student motivation. The researcher employed a descriptive
correlational methodology. The study community comprised teachers from South Al
Sharqiyah Governorate. The study sample consisted of 270 randomly selected teachers. The
researcher used questionnaires as a tool to collect data regarding teachers' perceptions of
blended learning and their perceptions of motivation activation after standardization. The
study reached several conclusions, including that the majority of teachers in South Al
Sharqiyah Governorate schools in Oman agree on the necessity of implementing blended
learning strategies. Furthermore, it highlighted the necessity of equipping teachers with
blended learning strategic skills through appropriate laboratory facilities and software and
material resources. Study suggestions included assessing the effectiveness of blended
learning environments across different subjects and educational stages, as well as measuring
the impact of interaction between blended learning methods and styles on various learning
outcomes for post-basic education students in schools in Oman. In light of the results, the
study presented a set of recommendations and proposals.
