This study investigated the effect of Blackboard-based instruction on pre-service teachers' achievement in the teaching methods course at The Faculty of Education for Girls, in Bisha, KSA. Forty seventh-level English Department students were randomly assigned into either the experimental group (N=20) or the control group (N=20). While studying their teaching methods course, the experimental group received instruction via Blackboard Collaborate, whereas the control group received traditional instruction. The two groups were pre-post tested using a teaching methods test prepared by the researcher. Two hypotheses were formulated and tested. Results obtained from Wilcoxon Signed Ranks Test and Mann-Whitney Test revealed that Blackboard-based instruction was effective in enhancing the achievement of the experimental group. In addition, compared to traditional instruction, Blackboard-based instruction was more effective in improving the participants' achievement as it provided them with multiple opportunities to explore alternative means to interact with teachers, peers, course material and activities.

No abstract