PhD Degree Awarded to Mr. Bakil Naji Al-Daqri in Science Curriculum and Teaching Methods

Mr. Bakil Naji Ahmed Hussein Al-Daqri ‎was awarded a PhD degree in Science Curriculum and Teaching Methods for his dissertation titled: The Effectiveness of a Blended Learning–Based Training Program for Teaching Physics in Developing 21st-Century Skills and Self-Learning Skills among Second-Year High School Students in the Capital Secretariat – Sana’a, which was submitted to the Department of Science Curricula and Teaching Methods, Faculty of Education – Sana’a University. The dissertation defense was held on Wednesday, December 31, 2025.

The PhD Viva-Voce Committee, which was formed based on a resolution issued by the Graduate Studies and Scientific Research Council, consisted of the following:

#	Committee Members	Designation	Position
1	Prof. Abdullah Abdu Talib	External Examiner	Chair
2	Prof. Azhar Mohammed Ghalyoun	Main Supervisor	Member
3	Assoc. Prof. Abdullah Othman Al-Hammadi	Internal Examiner	Member

The study aimed to examine the effectiveness of a blended learning–based training program for teaching physics in developing 21st-century skills and self-learning skills among second-year high school students in the Capital Secretariat–Sana’a.

To achieve this objective, the researcher adopted a descriptive and quasi-experimental approach, employing a two-group design (experimental and control) with pre- and post-testing. The study sample was selected purposively.

The study yielded a number of key findings summarized as follows:

Statistically significant differences (α ≤ 0.05) were observed between the mean scores of the experimental and control groups on the 21st‑century skills test, favoring the experimental group in the post‑test.
Statistically significant differences (α ≤ 0.05) were also confirmed between the two groups on the self‑learning skills test, with higher post‑test scores for the experimental group.
Blended learning was shown to have a strong positive impact on the development of both 21st‑century skills and self‑learning skills among second‑year high school students.
A strong positive correlation was identified between 21st‑century skills and self‑learning skills.

In light of these findings, the researcher recommended:

Restructuring school curricula to incorporate interactive digital components and practical activities that promote 21st-century skills and self-learning skills.
Generalizing the application of blended learning strategies in the teaching process, alongside ensuring the availability of adequate technological infrastructure to support such strategies.
Developing intensive teacher training programs to enable educators to design and implement effective blended learning activities.

The dissertation defense was attended by a number of academics, researchers, and specialists, students, colleagues, and the researcher’s family.