Leverage of Learning Science through Blended Learning Technique

Abstract

Digitalization in education is becoming a standard for 21st century’s pedagogical contexts. Blended learning presents new learning situation based on technology for learners, thus requiring diverse research for establishing effective teachinglearning. The present study aims to find out the effectiveness of adopting a blended learning technique in learning science course at the high school level. A quasi-experimental design has been applied for the present research work. This research work used an intact class of 60 high school students treated as the sample. The tools adopted for data collection were the Science Achievement Test (SAT) and Blended Learning Technique (BLT). For four weeks, the learners in the experimental group were taught with the blended learning technique, while the control group was treated with the traditional learning technique. Two groups were administered the three tests such as pre-test, post-test I and post-test-II. The analyzed data and findings revealed that the significant differences between the mean scores of control and experimental groups. The study concluded that blended learning significantly improves learner’s achievement in science and retention ability. It is recommended to adopt blended learning technique as it enhances the learner’s academic achievement and retention.