Blended Learning: Augmenting Academic Performance of High School Students
N. Annalakshmi1, Dr.A .Catherin Jayanthy2,
*1
Ph.D scholar (Fulltime), Alagappa University, Karaikudi, India
*2
Assistant Professor, Alagappa University, Karaikudi, India
1
[email protected],
2[email protected]
Abstract
Nowadays, the usage of ICT (Information Communication Technology) in education is one of the best methods to enhance teaching as well as learning. In this time, the students are technophiles; moreover they are also digital native. The blended learning is a combination or mixing of instructional technology that is assisted for student’s academic performance in efficient manner. The main objectives of this study are to find and to estimate the efficiency of blended learning on academic performance among high school students. In this study, the sample was consisted of 40 high school student and they divided into experimental group and control group. The finding of this study revealed that have best for learning outcomes when they are learned through blended learning.
Keywords: Blended learning, Hybrid Learning, Classroom Interactions, Model &
Approaches
1. Introduction
In this current scenario, the technology plays a tremendous role in the educational aspect and they enabled students for developing self learning skills. At this time, the technology is inevitability in terms of our daily life. The blended learning is a key term which used with combination of traditional learning and e-learning in the classroom. It is a hybrid teaching methodology. According to, A. (Heinze, and C. Procter (2004), blended learning is a transmitting knowledge, effective blending or combination of different teaching method, teaching and learning style with a learning course. The teacher has a crucial and decisive function to manage information communication technologies and also with students (Oral, 2004). This blended learning was in business circumstances, mainly in commercial or in corporate training (Sharma and Barrett, 2007), and then it was engaged in education (MacDonald, 2006). The blended learning are combination of online digital or e-learning integrated with traditional or conventional learning.
Betül C. Czerkawski(2014), the technology become necessary in all aspects of our lives. This will have both positive and negative effects. In this type of learning, the student can share their informations, work with their peer group and have enhanced learning experience. The student which will be improved their learning activities and also gathered more information through online or offline resources. It is a mixed pedagogical method with different learning strategies having both with and without technologies. They are based on a structured, unstructured, face to face, self directed learning, individual learning, group learning or at distance learning (Verkroost, M.J., Meijerink 2019. The traditional classroom learning are supplemented by online learning resources (Mackey, 2009). In this collaborative learning, the classroom interaction will increase, personalized learning, and also increased self paced learning.
2 Objectives of the Study
To develop blended learning to enhance the academic performance of high school students
To find out the effectiveness of blended learning on academic performance of high school students
3 Hypothesis
There is no significant difference, in the mean score of blended learning on academic performance of high school students between the experimental and control group at pretest
There is no significant, difference in the mean score of blended learning on academic performance of high school students between the experimental and control group at post test
There is no significant difference, in the mean score of blended learning on academic performance of high school students between the pre test and post test in control group
There is no significant difference between the mean score of blended learning on academic performance of high school students between the pretest and posttest in experimental group
4 Methodology and Instrumentation
The present study consisted of 40 1X std school student, studying in Sivagangai District. They have been selected by simple random sampling method. In this, the control group taught by traditional method and the experimental method was taught with e-content learning with traditional learning. In this study, the experimental design was adopted. In this experimental study, the investigator developed e-content, e-learning with activities for each unit in IX std science subject. The conventional or traditional method was taught with integration of e-learning tools which included videos, text, online videos, Animation images and video
5 Administration of Test
In the experimental and control group administered pretest that consisted of 50 questions and each carrying one marks that to test the previous knowledge of student.
After the treatment, the post test was conducted with control and experimental group that consisted of 50 questions.
Methods
Traditional Learning Blended
Learning Academic Achievement
6 Findings and Analysis
6.1 Hypothesis
There is no significant difference, in the mean score of blended learning on academic performance of high school students between the experimental and control group at pretest
Mean(M) ,Standard deviation(SD) and calculated t value of pretest score of control and Experiment
Table : 1
Variable Category Mean(M) SD tvalue p-
value
Pretest Experimental 35.72 112.54 0.544 0.29
Control 34.11 60.2
The result is not significant at p < .05 Figure 1
Inference: It is evident that the obtained„t‟, value is 0.544 is lower than the table value of 1.96 at level of significance of 0.05. Hence, the table 1 is resulted that there is no difference in the mean score of blended learning on academic performance of high school students between the experimental and control group at pretest. Hence , it is accepted
6.2 Hypothesis
There is no significant difference, in the mean score of blended learning on academic performance of high school students between the experimental and control group at posttest
Mean(M) ,Standard deviation(SD) and calculated t value of posttest score of control and experimental group
Table : 2
Variable Category Mean SD tvalue p-value
Experiment 34.15 22.24
0 50 100 150
Experiment Control
Mean SD
Post test
Control 30.41 18.78 2.62 0.126
The result is significant at p < .05
Figure 2
Inference: It is evident that the obtained„t‟, value is 2.62 is higher than the table value, of 1.96 at level of significance of 0.05. Hence, the table 2, is resulted that there is a difference in the mean score of blended learning on academic performance of high school students between the experimental and control group at posttest. Hence, it is rejected
6.3 Hypothesis
There is no significant, difference, between the mean score of blended learning on academic performance of high school students between the pre test and post test in control group
Mean(M) ,Standard deviation(SD) and calculated t value of pre test and post test in control group
Table : 3
Variable Category Mean(M) SD tvalue p-value
Control Group
Pretest 35.65 33.71
0.04 0.48 Post test 35.55 79.63
The result is not significant at p < .05
0 10 20 30 40
Experiment Control
Mean SD
Figure :3
Inference: It is evident that the obtained„t‟, value is 0.04 is lower than table value of 1.96, at the level of significance of 0.05. Hence, the table 3 is resulted that there is no significant difference between the mean score of blended learning on academic performance of high school students between the pre test and post test in control group.
Hence, it is accepted
6.4 Hypothesis
There is no significant, difference between the mean score of blended learning on academic performance of high school students between the pre test and post test in Experimental group
Mean ,Standard deviation and t value of pretest score of pre test and post test in Experimental group
Table:4
Variable Category Mean SD tvalue p-vaule
Experimental group
Pretest 32.25 28.72 3.11 0.21
Post test 43.01 21.05 The result is significant at p < .05
Figure 4 0
20 40 60 80 100
Pretest Posttest
Mean SD
0 10 20 30 40 50
Pretest Posttest
Mean SD
1.96,at level of significance of 0.05. Hence, the table 4, is resulted that there is a significant difference in the mean score of blended learning on academic performance of high school students between the pretest and post of experimental group Hence , it is rejected
7 Finding of this Study
There is no difference in the mean score of blended learning on academic performance of high school students between the experimental and control group at pretest.
There is a significant difference, in the mean score between the experimental mean score is higher than the control group at posttest, it is concluded that the treatment (blended learning) is much effectiveness to attain better than the control group
There is no significant difference between the mean score of blended learning on academic performance of high school students between the pre test and post test in control group.
There is a significant difference between the mean score of post test score is higher than the pretest in Experimental group it is concluded that the treatment (blended learning) is much effectiveness to attain better pretest.
8 Conclusion
The blended learning is a tool which encourages efficient learning and engaged in knowledge construction and technology supported learning tools to promote efficient learning. This digital technologies used are able to connect and support learners working together collaboratively. The technology integration in classroom will increase the student‟s interest and learner also focused longer period and eager to learn their subjects.
This will provide student‟s self learning and also to set learning goals. This blended learning will improve teaching, learning and retaining information, responsibility and enjoyment. It will give effective instruction that personalized learning for all learners
Acknowledgment
This study was supported by RUSA 2.0 scheme Alu/Rusa/Phd fellowship2019 by Alagappa University
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