Blended Learning Strategy Research Articles

Enhancement of helping skills using videos and blended learning in social and health care education

ABSTRACT Students in social and health care education often encounter difficulties translating the concepts in communication into the complexities of interpersonal dynamics and diversified contexts in practicums. Most previous resources were developed in English, and some Chinese materials were not up to date. In this project, social work teachers produced two sets of videos and initiated coursework revamping by engaging students in producing more communication skills videos. An e-learning community has been set up for the storage of teacher’s demonstration videos and quality student videos. The video was applied in skill practice courses and disseminated to social work practicum supervisors and students during the pandemic, as their face-to-face learning opportunities were restricted. Students reported improvements in levels of skills and competence after watching the videos. It shows that videos on communication skills can be further promoted as a blended learning strategy in professional practice training.

The Learning Hub – Empowering Remote Rural Communities across India through Blended Learning

This case study explores The Learning Hub, an initiative of the Aga Khan Foundation (AKF), which hosts, among many other learning assets, a three-strand learning programme to enhance the quality of life in rural India through innovative blended learning strategies. The programme, delivered by the Aga Khan Rural Support Programme India (AKRSPI), addresses critical issues such as water sanitation, sustainable agriculture, and governance by delivering courses through a combination of video-based online content and in-person facilitation. The study provides a brief analysis of AKF's blended learning approach, and its impact on community resilience, economic development, and social equity.

INNOVATIVE TEACHING STRATEGIES FOR ENHANCING THE USE OF DESIGNATED ENGLISH PHRASES

The present study investigated innovative teaching strategies to strengthen the use of designated English phrases at a rural-based university. The study adopted a quantitative research approach with quasi-experimentation for the pre-test and post-test results to identify innovative strategies for enhancing the use of these phrases. A descriptive research design was used to describe the status of these strategies accurately. Thirty (30) students registered in English Module 2561in the First Semester of the 2023 academic year were randomly sampled to participate in the study. Data were collected using a questionnaire, which provides flexibility and accuracy for selecting answers from the given multiple-choice questions. The Statistics Package for Social Sciences (SPSS) version 29.0 was employed to analyse the findings due to its new enhancements to manage large and complex data sets. The pilot study revealed that students were incompetent in using designated English phrases. However, students performed remarkably after utilising blended learning and Jigsaw strategies. The study implies that the identified strategies are indispensable to enhancing the use of designated English phrases. Further research should be conducted studies on the indispensability of the identified strategies. The study recommends frequently using the identified strategies to enhance the use of designated English phrases.

Driving Digitalization: Action Research to Innovate Pronunciation Pedagogies by Building a Virtual Voice Laboratory

This paper explores the potential of digitalization in supporting English as a Second Language (ESL) students' development of pronunciation skills through a parallel action research. The author created a Virtual Voice Laboratory (VVL) platform to innovate pronunciation pedagogies in higher education; and simultaneously conducted an ongoing action research study to examine three research questions. The questions examined the efficacy of the VVL in facilitating blended learning, self-directed practice, and self-evaluation within a pronunciation course, and its impact on student engagement, participation, and pronunciation skill development. This VVL as a tailormade digital platform was implemented with undergraduate ESL students in Hong Kong's higher education context. It enabled blended learning, wherein students engaged with the mechanics and articulatory movements essential for improving English pronunciation through self-directed practice using the VVL. Adopting an action research methodology, the study investigated the process of implementing digitalization and blended learning strategies. This was achieved through the analysis of student recordings, sound chart comparisons, and qualitative-quantitative feedback collected during a pilot study. The findings reveal nuances of student experiences, their learning trajectories, and the results from the pilot study, illuminating the impacts and outcomes facilitated by the e-learning approach. The research holds valuable implications for integrating digitalization and blended learning in language education, contributing to the ongoing scholarly dialogue on the transformative potential of technology-mediated approaches in fostering dynamic and impactful learning experiences for diverse student populations.

Training needs for developing blended learning skills and strategies among Arabic language teachers in public schools

The study aimed to know the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools. The researcher used the descriptive analytical approach. The study sample reached (265) male and female teachers of the Arabic language subject in government schools. To achieve the objectives of the study, the researcher prepared a questionnaire as a tool. The study consisted of (21) paragraphs. The study found that the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools in Ma’an Governorate came in at a high level with an overall arithmetic average of (3.7775), as the results show that the paragraph: I provide students with some practical work through blended learning came in first place, where The arithmetic mean was (4.0852). The results also showed that there were no statistically significant differences between the responses of Arabic language teachers regarding the training needs for developing blended learning skills and strategies due to the gender variable, while there were statistically significant differences due to variables of academic qualification and years of experience. Based on these results, the study recommended the need for teachers to develop the skills of designing and implementing.

THE EFFECTIVENESS OF USING BLENDED LEARNING STRATEGY IN THE ACADEMIC ACHIEVEMENT BY SEVENTH-GRADE BASIC STUDENTS IN THE SUBJECT OF KURDISH LANGUAGE

The current study aims to identify the effectiveness of using the blended learning strategy in the academic achievement of seventh-grade students in the Kurdish language subject. The research sample consisted of (114) male and female students from the seventh grade in basic education schools for boys and girls in the city of Zakho for the academic year (2022-2023). It was chosen intentionally by stratified random method from the research community according to the gender variable, then the researcher divided the sample into four equal groups in several variables based on the factorial experimental design (2X2) in the variables of teaching method and gender. The two experimental groups studied the Kurdish language subject according to the blended learning strategy, while the two control groups studied the same subject traditionally. The researcher verified the validity of the content of the test and extracted its psychometric characteristics as well as its stability. After collecting data from the research sample and processing it statistically using the two-way factor analysis of variance test according to the variables of gender, teaching method, and the interaction between them, the results indicated: 1- There is a statistically significant difference at the level (0.05) between the averages of the Kurdish language achievement among the members of the research groups according to the gender variable in favor of females and the method in favor of the blended learning strategy. 2- There is no statistically significant difference at the level (0.05) between the averages of the members of the research groups in the achievement of the Kurdish language according to the interaction of the variables of gender and method. In light of the results, the researcher came out with several conclusions, including the possibility of applying the blended learning strategy in teaching the Kurdish language to students in basic education. The researcher also put forward some recommendations and proposals in the form of titles for future research.

Impact of Project-Based Learning (PBL) Integrated with Google Classroom on Improving English Writing Skills in a Bangladeshi University

Developing tertiary students’ writing skills is a crucial issue. Teachers integrate writing projects with Google Classroom to develop students’ writing skills, although the impact of this learning model has not yet been determined in the Bangladeshi higher education context. This research explored the impact of project-based learning (PBL), supported by Google Classroom, on developing the writing skills of tertiary students in Bangladesh. This quasi-experimental study analyzed essays written by 30 control- and 30 experimental-group students. Additionally, in-depth interviews were conducted with 10 students to collect data. A t test and thematic analysis were conducted for quantitative and qualitative data analysis, respectively. This quasi-experimental research used a pre-test/post-test and control group design. The experiment was implemented for the experimental group using PBL with Google Classroom and for the control group using the conventional teaching method. The pre-test results indicate no differences between the groups (t = 0.55, p > 0.05) in terms of writing proficiency before the intervention. Nevertheless, the post-test yielded a t value of 3.43 (p < 0.01), which was statistically significant in favor of the experimental group. This suggests the enhancement of students’ writing skills through PBL with Google Classroom. These results demonstrate the benefits of the combination of interactive activities and social interaction conducive to writing tasks provided by this blended learning strategy. The implications are that teachers can blend PBL with Google Classroom for more active learning environments that align with students with real-world writing tasks. Limitations involved a small sample size and study duration. Future work should target larger, more diverse samples and incorporate qualitative work to deepen understanding of the learning process and outcomes.

The Effect of an Instructional Program based on the Blended Learning Strategy in Enhancing English Pragmatic Competences among the Secondary Stage Students

The present study aimed at investigating the effect of an instructional program based on the blended learning strategy in enhancing English pragmatic competences among the secondary stage students in Saudi Arabia Kingdom. To fulfil the purpose of the study, the quasi-experimental design was adopted (pretest - post-test). The participants, totalling (56), were randomly selected form the second-year students in a public secondary school in Taif in Saudi Arabia. They were assigned into two groups: An experimental group (N= 28) that studied via an instructional program based on the blended learning strategy and a control one (N=28) that studied via the traditional method. The instrument consisted of a pragmatic competences tests to assess both discourse and functional competences. The results of the study revealed that: There was a statistically significant difference (α ≤ 0.05) between the mean scores of the control group and the experimental group in the post-administration of the pragmatic competence test, in favor of the experimental group. The study recommended developing Training English language teachers on how to exploit technology to boost collaboration among students and integrate the pragmatic competence teaching in their courses. In addition, the researcher suggested conducting further studies into blended learning strategy and pragmatic competences in English as a foreign language.

Evaluating the effectiveness of a blended learning system for developing technological andragogical content knowledge (tack) in community educators

Objective: The relevance of content knowledge, as well as andragogical knowledge and technological knowledge, is rapidly coming into focus as a challenge to turn into Technological Andragogical Content Knowledge (TACK). This study aimed to understand better the substantial variations in learning outcomes attributed to each of the seven sub-indicators of comprehension of technological andragogical content knowledge. Method: This study part of quantitative study. The data were gathered twice in this research, once before and once after the TACK intervention program began, to examine the impact of the TACK training paradigm. The TACK Training Model Development program was offered to 97 instructors from 28 Community Learning Activity Centers in the West Sumatra Province, Indonesia. These instructors engaged in the program on a voluntary basis. Result: The results of this study show that there was a statistically significant difference in TACK among currently practicing educators. This study suggests that a blended learning system for educational applications as an intelligence tutor may provide an alternate means of guiding educators. The findings of this research align with other research suggesting that the blended learning strategy has great potential for future TACK-based professional learning enabled by data analytics. This study's findings add to the expanding body of literature on blended learning in teacher education and teacher professional development, which seeks to enhance how adult instructors get specialized professional training to significantly impact their students' achievements. Conclusions: According to the findings, the TACK of the participants showed substantial signs of improvement. These findings contribute to the relatively small body of research that has been done on TACK, which helps adult educators further their professional development through the support of a blended learning system. This allows them to acquire the knowledge necessary to andragogically incorporate digital technology into students' educational experiences in Community Learning Activity Centers. This investigation has the potential to serve as a case study of the integration of blended learning with adult learning theory.

Blended learning: An innovative teaching strategy to teach dermatology to the family medicine residents of a teaching hospital.

Medical educators face different challenges in this digital era with the pressure for clinical practice as well as teaching. In blended learning Internet technologies are used along with face-to-face teaching to deliver learning methodologies. To assess the efficacy of the blended learning dermatology course on Family Medicine residents at a teaching hospital. Methodology: It was interventional (pre and post) study with purposive sampling. All the Family Medicine residents enrolled at The Aga Khan University Hospital participated in the study after giving consents. The course covered most common skin conditions. Multiple slide sessions, online lectures, clinical presentations, case-based scenarios, and quizzes were included in the course. Knowledge was assessed through pre- test by multiple choice questions. Post tests were taken after completion of the modules to assess the improvement in the knowledge of residents about basic dermatological conditions by multiple choice questions. After completion of sessions a survey questionnaire was administered to evaluate the perception of participants about blended learning strategy. The tests scores were significantly higher in the post test. The majority of the residents were satisfied with the course delivery. A statistically significant difference was found between pre and post test results with a P value 0.000. Blended learning is an effective and innovative teaching strategy that helped family medicine residents to enhance their learning more effectively. We recommend that this method of teaching strategy should be used in other clinical disciplines in different contexts.didifferent contexts.

Effect of Blended Learning Strategy on Learning Outcome in Educational Psychology of Pre-Service Teachers of B.Ed. Programme

The key aim of this study is to investigate the effect of blended learning strategy on learning outcome in Educational Psychology of pre-service teachers of 2-year B.Ed. programme. A quasi-experimental, pretest-posttest non-equivalent control group design was employed. Only one state university located in Kolkata city was selected through simple random sampling. The sample for this study was comprised of 92 pre-service teachers available in second semester of 2-year B.Ed. programme in 2024 running under the Department of Education of that university. The two units of B.Ed. programme were assigned randomly as experimental group (N=48) and control group (N=44) respectively. For collecting the data, a learning outcome test with a reliability coefficient of 0.82 developed and standardised by the investigator was used. For analysing the data, one-way ANCOVA and 2×2 factorial design ANCOVA were applied. The findings demonstrated that the experimental group learners achieved higher learning outcome in comparison to the control group learners. Learning outcome in educational psychology of pre-service teachers was found to be independent on gender Further, findings of this study also showed that there was no significant effect of interaction between treatment and gender on learning outcome in Education Psychology, when their pre-learning outcome was considered as a covariate. Outcomes of this study can be implemented in improving the competency level of pre-service teachers in different teacher education programmes.

Navigating undergraduate medical education: a comparative evaluation of a fully online versus a hybrid model

BackgroundThe evaluation of undergraduate medical curricula plays a crucial role in ensuring effectiveness and helps in continuous improvement of the learning process. This study aims to compare the effectiveness of online and hybrid teaching models of the first-year MBBS curriculum in the COVID-19 era (2019–20) and the para-COVID-19 pandemic (2020–21).Study methodologyMixed methods study with CIPP model was used. Data was collected by administering a survey and focus group discussions (FGDs) with first-year students from the 2019–2020 and 2020–2021 cohorts, faculty and administrators, which were recorded for analysis. Recorded lectures, guidebooks, planners, and question papers were also scrutinized for quality and adequacy. Furthermore, admission merit, module assessments, and professional examination results were compared and correlated. The learning environment was evaluated through the questionnaire (validated and used by Pakistan Medical and Dental council for inspections of medical schools) and the facilities provided in both years were juxtaposed. The study utilized NVIVO for qualitative and SPSS version 23 for quantitative data analysis.ResultsContextual analysis underscored the critical need for online teaching during the COVID-19 pandemic, with provided resources being deemed sufficient. Notably, the student-faculty ratio stood at 4:1, and essential resources were readily available. The fully online batch outperformed the hybrid teaching class in 2020–21. Process analysis revealed successful session delivery in hybrid and online through webinars and Zoom, accompanied by timely provision of study guides and punctual assessments. Moreover, examination papers demonstrated acceptable reliability (Cronbach’s alpha: 0.61) in core subjects. Product analysis indicated that the 2020–21 cohort performed better in modular and professional examinations across all subjects (P < 0.01) despite their lower admission merit compared to the 2019–20 batch.ConclusionsThe study revealed challenges faced during total online teaching, highlighting knowledge and skills gaps in students. While students favored hybrid teaching for interaction, faculty preferred online strategies and suggested blended learning. The administration recognized faculty’s swift transition but stressed the need for blended learning workshops and strengthening the medical education department. Recommendations include implementing blended learning strategies, conducting faculty workshops, equipping the medical education department for online teaching, and gathering student feedback after each module to enhance the curriculum.

Self-Directed Learning Versus Traditional Teaching in Learning Gross Anatomy Among First-Year Medical Students: A Comparative Study.

Gross anatomy is the first subject to be grasped by budding medicos before learning a long series of skills and competencies required to bloom as a physician or surgeon. In recent years, the teaching time for anatomy has been reduced. The number of anatomy teachers is much less in comparison to the increasing number of students. There is also a paradigm shift in medical education; it has become competency-based, learner-centric, and technology-based. So, anatomical education is also shifting to adopt blended learning strategies. Now, the onus of learning lies more with the students, which can be promoted through self-directed learning (SDL).Many first-year medical students are unprepared for SDL and need assistance understanding SDL. Structured SDL can successfully instill the habit of SDL in young medical students, who are supposed to be lifelong learners in their professional careers.The concept of structured SDL under the supervision of teachers is comparatively new in India. Very few studies are there to compare the effectiveness of SDL with those of traditional teaching methods. The present study aimed to evaluate the effectiveness of SDL in learning the gross anatomy of an important viscus, viz., the liver, and to compare it with the effectiveness of the traditional method of teaching by demonstration/prosection. This interventional comparative study was carried out at the department of anatomy of a government medical collegein Kolkata, India. Sixty willing first-year undergraduate medical students were included in the study. The students were divided into two batches (Batch A and Batch B) of 30 each. Students of Batch A were taught the viscus (liver) by the traditional method of teaching by demonstration/prosection for one and a half hours. Validated pre-test and post-test questionnaires were administered to evaluate learning outcomes. Students of Batch B had a structured self-directed learning (SDL) session under the supervision of teachers on the same topic, viz., viscus (liver), for one and a half hours. The pre-test and post-test questionnaires were given before and after the SDL sessions to evaluate learning outcomes. The results were statistically analyzed. It was observed that the mean post-test score after traditional teaching improved significantly compared to the mean pre-test score. Also, the mean post-test score after the SDL session improved significantly compared to the mean pre-test score. It was found that the mean post-test score after exposure to traditional teaching methods was slightly better than the mean post-test scores after exposure to SDL, but this difference was not statistically significant. It can be inferredthat structured SDL under the supervision of teachers was almost as good as the traditional teaching method by demonstration/prosection in learning the gross anatomy of an important viscus, viz., liver. In the context of the reduced number of anatomy teachers and an increasing number of students, this may open up an option of teaching some portion of gross anatomy, like a few viscera, by SDL. However, a more robust study with a larger sample size can be more conclusive.

The Effect of Blended Learning in English Language Proficiency Courses on the Language Performance of Kurdish EFL Postgraduate Students in Sulaimani City

Recently, the effect of the blended learning strategy as compared with the face-to-face instruction in English language teaching has become a popular topic of research. This study focuses on the effect of implementation of Blended Learning (BL) approach in English Language Proficiency courses in Sulaimani city, Kurdistan Region of Iraq (KRI) on the language proficiency of both Elementary and Pre-intermediate level course participants. The study utilizes the quasi-experimental research design involving 104 Kurdish postgraduate students, who were allocated into a treatment group (blended learning) and control group (traditional face-to-face classroom), from these two levels. Thus, the main goal of this study is to investigate whether there are any significance differences in obtained language proficiency between participants of the two groups between groups and per level. The sampling has been taken from the population who were enrolled in an English language proficiency course at the public universities’ language centres in Sulaimani city. The experiment was carried out during an intensive course lasted for six weeks (100 hours) in which the classes of English language proficiency were taught four days per week. The experimental group was taught using blended learning (i.e. an equal combination of both virtual and face-to-face teaching) and the control group was only instructed with regular face-to-face teaching. Overall, the results show that the participants who were taught using both blended learning and traditional teaching methods outperformed the control group who were only taught in face-to-face classrooms. Additionally, the pre-intermediate experimental group achieved higher language performance than the pre-intermediate control group and improved their overall language proficiency slightly higher than the elementary group. The findings of this study bring further evidence and support for the integration of blending learning into English language classes, particularly in the language proficiency courses of the universities’ language centres. This study also has a number of teaching implications for EFL teachers which will be highlighted at the end of the paper.

Enhancing EFL Instruction through Blended Learning Strategies

This study looks into the attitudes of EFL high school students on blended learning deployment in their classroom setting. The study investigates the benefits and limitations of this instructional technique by analyzing student answers. According to the findings, students value various aspects of blended learning, including more tailored feedback, better engagement with multimedia resources, and chances for collaborative learning. These features cater to various learning styles and provide a dynamic learning environment. However, difficulties with time management, worries about diminished face-to-face engagement, which may lead to isolation, and technological issues such as internet access and software failures have been reported. Addressing these issues is critical for maximizing blended learning to successfully complement EFL training. The paper continues by calling for more research to develop innovative techniques that maximize advantages while minimizing difficulties, providing equal educational results for all students.

Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

PurposeThis study examines learner readiness and satisfaction with blended learning systems in India’s post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners’ satisfaction (LS).Design/methodology/approachAn online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses.FindingsThe findings reveal a significant positive correlation between learners’ satisfaction and online learning and blended learning, with β values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a β value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources.Practical implicationsThis study provides insights into student perceptions and attitudes towards blended learning in India’s post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges’ and universities’ diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India.Originality/valueWhile there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India’s post-vaccine classrooms.

Perspectives of clinical nurse educators on competency-based nursing teaching in blended learning environments during nursing internship: A descriptive qualitative study

AimTo investigate the perspectives of clinical nurse educators regarding the challenges and essential elements of teaching competence in blended learning environments during nursing internships to inform the development of a competency-based teaching model. BackgroundCompetency-based teaching and blended learning play important roles in enhancing the learning experience of nursing internship trainees. Internship trainees refer to nursing students undergoing supervised practical training in ‎clinical settings.‎ However, clinical nurse educators frequently encounter challenges in acquiring the necessary competence for successful implementation of blended learning strategies. DesignA descriptive‎ qualitative study. MethodsThis study used semi-structured interviews with 11 certified nurse educators (CNEs) from diverse clinical disciplines in a tertiary hospital in China. Purposive sampling ensured diversity across key characteristics. Ethical approval was obtained and interviews were digitally recorded, transcribed and analyzed thematically. Theoretical saturation guided data collection, with precise measures taken to ensure confidentiality and anonymity. Thematic analysis, employing a constant comparison technique, systematically identified various themes related to blended teaching competence. This approach provided valuable insights into CNEs' perspectives and practices. The analysis involved theoretical sampling, line-by-line coding and comparative evaluation with supporting text materials. ResultsThe in-depth analysis of teaching competence among clinical nurse educators in blended learning settings during nurse internships revealed five key themes: professionalism, teaching literacy, subject expertise, information literacy and interpersonal communication. ConclusionThese themes recognized clinical nurse educators’ perspectives towards establishing a competency-based nursing teaching model for a blended learning environment for nurse internships. Moreover, these perspectives are also crucial in enhancing teaching literacy through effective instructional methods, engagement strategies and the promotion of critical thinking skills. Identifying these themes contributes to efforts to improve teaching effectiveness and enhance learning outcomes for internship trainees in a blended learning context.

Assessing Undergraduate Entrepreneurs’ Propensity to Adopt Blended Learning Strategies; A Case Study at University of Colombo Institute for Agro-Technology and Rural Sciences

Assessing Undergraduate Entrepreneurs’ Propensity to Adopt Blended Learning Strategies; A Case Study at University of Colombo Institute for Agro-Technology and Rural Sciences

USING A BLENDED LEARNING TO ENHANCE EFLSTUDENTS’ LISTENING COMPREHENSION SKILLS IN ASSOCIATION OF ISLAMIC CALL

This study aimed at investigating the effectiveness of utilizing a blended learning in developing EFL listening comprehension skills among association of Islamic call students in Libya. To achieve the study aims, the researcher adopted a quasi-experimental design on participants of fifteen 15), the participants were divided into two groups. Both groups were pretested to assure that they were equivalent. The experimental group was taught using the blended learning strategy while the control one was taught using regular instruction during the Academic Year 2020- 2021. The experiment lasted for ten (10) weeks in which the researcher implemented the study instruments to investigate the effect of the blended learning strategy. The results were statistically analyzed by SPSS to get the final results. The results revealed that there was statistically significant difference between the mean scores of the experimental and the control groups in the post-listening comprehension test favoring the experimental group’s results. There was statistically significant difference between the mean scores of the experimental group pre-post-listening comprehension test favoring the post- test’s results. This positive result was attributed to the effectiveness of using the blended learning. According to the findings, the researcher recommends that the English Language instructors need to activate the blended learning in order to develop EFL listening comprehension skills among association of Islamic call students in Libya

Blended Learning in Secondary Mathematics: Effects on Student Achievement and Knowledge Retention

This study explores the implementation of blended learning in high school mathematics education in Jordan. The primary objective is to develop a structured framework that integrates traditional classroom methods with digital learning tools to create a more dynamic and effective learning environment. Using a quasi-experimental design, this research evaluates the effectiveness of blended learning strategies in enhancing student understanding, engagement, and retention in mathematics. A sample of high school students from a single institution in Jordan was divided into experimental and control groups, with the former utilizing blended learning techniques and the latter following conventional teaching methods. The results demonstrate significant improvements in the mathematics achievement and retention rates of students in the blended learning group compared to the control group. The study also identifies key components and best practices for successful implementation, offering practical recommendations for educators and policymakers. These findings highlight the potential of blended learning to transform mathematics education by catering to diverse student needs and fostering a more engaging and personalized learning experience.