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Instructional material for computational physics courses can be presented through face-to-face, online or just print technology. The effectiveness of each of these presentation modes in learning computational physics need to be investigated. In this paper we present the results of a study on the effectiveness of combinations of delivery modes of distance education in teaching problem-solving skills in a first-level distance education physics course. A problem-solving instruction with explicit teaching of a problem-solving strategy and worked-out examples was implemented in the course. The course was presented through correspondence, online using a learning management system, as well as two face-to-face discussion classes. The study used the ex post facto research design with stratified sampling to investigate the effect of the learning of the problem-solving strategy on the problem-solving performance. The number of problems attempted and the mean frequency of using strategy in problem solving in the three strata were compared. Inferential statistics were used to compare the means for the three strata. The finding of the study indicated that the blended-learning approach had no statistically significant effect in the learning of problem-solving skills in a distance education module.
