May 22, 2021
EFFECTIVENESS OF BLENDED LEARNING IN LEARNING BIOLOGICAL SCIENCE AT STANDARD XI
Abstract The major purpose of the study was to explore the impact of blended learning on the achievements of students. The study was experimental type. Equivalent group study design was used. The collected data of both groups were analysed and interpreted using mean, standard deviation and t-test, and conclusions were drawn. The results of the study were in the favour of blended learning approach, therefore, it is suggested that this approach should be widely used in conventional classroom at various levels of education. Key word: Blended Learning- It combines the best of both the usage of internet resources and the face-to-face classroom experience. Effectiveness- The term “effectiveness” refers here to the extent Blended learning produced better results in the terms of the scores of students in achievement tests. Biological Science- The biology text book of standard XI
INTRODUCTION: E-learning has emerged as a model of learning due to the scientific and technological changes which the world is currently experiencing. As a result, the traditional methods are relatively unable to cope with these changes. Despite the advantage soft E-learning, it has some short comings represented in the lack of face-to-face interaction which necessitates the availability of a new model combining some characteristics of both traditional learning and ELearning which can overcome the disadvantages of both kinds of learning. Thus, a more advanced model, Blended Learning (BL) has emerged (Khaled Nahs Raqas Alotaibi, 2013). Blended (hybrid) learning is defined as a coherent design approach that integrates the strength soft face-to-face and online learning to address worthwhile educational goals (Farahnaz ovahedzadeh2012). Blended learning goes beyond barrier soft time, location, and culture and has created many enhanced opportunities for learners and instructors. (Nikolaos Vernadakiset al 2012) We must take some serious steps to bridge the gap and schools can best prepare the students for their future careers by adopting blended learning model to help students develop the essential 21st century skills. (Saloom Aslam 2015) E-Learning is considered as an excellent substitute for delivering educational services for learners everywhere and anywhere, as it does not have the normal obstacles of traditional education inside classrooms and labs, therefore, it complements the existing teaching styles (Isman et al, 2012). Most schools in developed or developing countries try to adapt their education systems to Communication technologies .Therefore, educational technologies are used effectively by instructors in educational settings and will continue to be used in future as well (Umit Yapici and Hasan Akbayin, 2012) NEED AND SIGNIFICANCE OF THE STUDY: Learners of standard XI face the problems in learning biological science by adopting conventional methods of learning. Students scoreless marks in achievement tests due to monotony of conventional methods of teaching biological science. Hence the researcher endeavours to find an innovative method for eliminating the problems of the learners and proposes to find out the effectiveness of Blended learning in learning biological science in this study.
STATEMENT OF THE PROBLEM: Students have problems in scoring more marks in Biological Science at standard XI. OPERATIONAL DEFINITIONS: Effectiveness- The term “effectiveness” refers here to the extent Blended learning produced better results in the terms of the scores of students in achievement tests. Blended Learning- It combines the best of both the usage of internet resources and the face-to-face classroom experience. Biological Science- The biology text book of standard XI OBJECTIVES: 1. To find out whether there is any significant difference in achievement mean score between the pre-test of control group and post test of control group. 2. To find out whether there is any significant difference in achievement mean score between the pre-test of experimental group and post test of experimental group. 3. Tofindoutwhetherthereisanysignificantdifferenceinachievementmeanscorebetweentheposttest of control group and post test of experimental group. 4. Tofindoutwhetherthereisanysignificantdifferenceinachievementmeanscorebetweentheposttest of experimental group and post test of control group. 5. To find out the impact of Blended Learning on the Biological Science Achievement scores at standard XI. HYPOTHESES: The researcher has framed the following hypotheses: 1. There is no significant difference in achievement mean score between the pre- test of control group and post test of control group. 2. There is no significant difference in achievement mean score between the pre-test of experimental group and post test of experimental group. 3. There is no significant difference in achievement mean score between the post- test of control group and post test of experimental group. 4. There is no significant difference in achievement mean score between the post-test of experimental group and post test of control group. 5. Blended Learning will be more effective on the Biological Science Achievement scores at standard XI than the conventional method. VARIABLES: INDEPENDENT VARIABLE: The traditional method of teaching and the blended learning. DEPENDANT VARIABLES: Achievement Scores of the students. METHODOLOGY: Parallel group Experimental method (control group and experimental group) will be adopted for the study. POPULATION: XI standard students studying in Tirupur will be considered as population of the study. SAMPLING: Fifty students studying in Standard XI at Govt. Higher Secondary School, Tirupur (25 control group + 25 Experimental group =50) will be selected as sample for the study. TOOL: Researcher‟s self-made achievement test will be considered as a tool for the study. STATISTICAL TECHNIQUE: Mean, Median and t test was done to analyse the data.
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