The Study of Heterogeneous Cooperative Learning towards Blended Learning Performance

This study analyzed the effects of two heterogeneous cooperative groupings’ blended learning on programming design learning achievements and attitudes. To achieve the above objective, this study used a quasi-experimental design to conduct the experiment. Additionally, the research instruments used in this study included: Thinking Styles Inventory, cognitive style scale, programming design learning achievement scale, programming design learning attitude scale, and programming design blended learning teaching materials. The research subjects of this study are students from two classes of the first-year required programming design course within the information management department at a university of technology. The two classes were divided into experimental groups A and B. Experimental group A used academic achievement and thinking style grouping while experimental group B employed academic achievement and cognitive style grouping. The t-test, ANOVA and Hotelling's T were used for statistical analysis. The results and concluding remarks are discussed.