The Impact of Blended Learning on Chinese Middle School Students' Interest in Learning During Covid-19

Abstract

As the covid-19 pandemic forced campus closures, schools were transformed in how they taught and learned. Blended learning is the approach chosen by most schools, combining face-to-face learning with online learning to allow students to receive education and meet academic needs. This paper describes the adoption of blended learning in China based on constructivist theory. The purpose was to research the impact of blended learning on Chinese middle school students who developed an interest in learning during the covid-19 pandemic. The paper uses a questionnaire-based research method to study their perceptions of blended learning and changes in achievement, involving 150 Chinese secondary school students. The results show that blended learning positively contributed to Chinese secondary school student's interest in learning, resulting in improved performance during the covid-19 period.