We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
EFFECTIVENESS OF BLENDED LEARNING APPROACH IN LEARNING CHEMISTRY AT THE TERTIARY LEVEL.
- Authors
THANGAVEL, K.; A., SELVAN
- Abstract
The integration of online and face-to-face instruction, known as blended learning, has gained traction in science education, particularly in tertiary settings. This study investigates the efficacy of a blended learning approach on academic achievement among tertiary-level chemistry students. A bespoke blended learning curriculum was devised for two chemistry units, and a randomized two-group experimental design was implemented. Sixty-five students were randomly assigned to either the treatment group, receiving blended learning, or the control group, receiving traditional lecture-based instruction. An independent samples t-test was conducted to compare post-test scores between the groups, controlling for prior knowledge using pretest scores as a covariate. Results indicate that students in the blended learning group attained significantly higher post-test scores (M = 81.53, SD = 10.23) compared to their counterparts in the control group (M = 74.33, SD = 9.04), with a t-value of (63) = 2.85, and p = .006. This study underscores the potential of well-designed blended instruction in enhancing chemistry education at the tertiary level. Further investigations into optimal blend ratios and implementation strategies are recommended for comprehensive insights.
- Subjects
BLENDED learning; CHEMISTRY education; CHEMISTRY students; PRIOR learning; ONLINE education
- Publication
i-manager's Journal of Educational Technology, 2024, Vol 20, Issue 4, p44
- ISSN
0973-0559
- Publication type
Article
- DOI
10.26634/jet.20.4.20342