The Effectiveness of Blended Learning in Improving Academic Performance in Science among Seventh-Grade (Lower Secondary) Students

Ali Sadeghi¹ Ziba Sadeghi² Erfan Sadeghi³

1) Undergraduate Student of Science Education, Shahid Rajaee University of Urmia, Iran
2) Undergraduate Student of Islamic Jurisprudence and Law, Charkh Niloufar Institute of Higher Education, Tabriz, Iran
3) High School Student, Roshdiyeh High School, District 5, Tabriz, Iran

IOI Code : AAHA-AAHCDZ
Publication : 5th.International Congress on Management, Economy, Humanities, Education and Business Development(5icmba.ir)
Abstract :
    Recent educational developments have shown that traditional teaching methods alone cannot meet the learning needs of students in the digital era. Blended Learning, which integrates face-to-face instruction with modern learning technologies, has emerged as an effective approach to improving the quality of teaching and learning. The present study aimed to investigate the effect of blended learning on the academic performance of lower secondary students in science. The research employed a quasi-experimental design with a pre-test–post-test control group. The statistical population consisted of all lower secondary school students in one educational district, from which two classes were randomly selected and assigned to experimental and control groups. In the experimental group, instruction was delivered through a combination of face-to-face teaching, multimedia content, and virtual classes, while the control group received traditional instruction only. The data collection tools included a standardized academic achievement test and a learning motivation questionnaire. The findings indicated that the use of blended learning led to a significant improvement in students’ academic achievement and an increase in learning motivation compared to the traditional group. These results are consistent with previous studies (Schacter, 2006; Klopfer et al., 2009; Lowenthal & Wilson, 2010) and suggest that blended learning can serve as an effective approach to enhancing the quality of science education in lower secondary schools. It is therefore recommended that educational policymakers and teachers provide the necessary infrastructure for the implementation and development of blended learning in schools.

Keywords : blended learning science education academic performance educational technology learning motivation lower secondary school