ADOPTING BLENDED LEARNING METHOD AT HIGHER EDUCATION: EXPLORING THE STUDENTS’ PERCEPTIONS, SATISFACTION AND ACADEMIC ACHIEVEMENT

Abstract

The purpose of this study was to explore students’ satisfaction, measure effectiveness of blended teaching technique and to see the difference in academic achievement of students learning with blended and face to face mode. Align with the aimed of the study, accessible population of the study was those BS Science education students who were learning thorough blended mode in Institute of Education and Research (IER) in Spring semester 2018. Purposive sampling technique was used to select desired sample (N=51). Blended learning toolkit (2011) was adapted to measure the perception, satisfaction and effectiveness of blended learning in undergraduate students. The reliability of the instrument was α = .883. The 50% content were taught through face to face
interaction and remaining 50% through an online blog. It was found that integration of blended learning approach has influenced academic achievement of students because students’ mean scores were higher in blended mode (M=42.0) contrary to traditional mode (M= 36.5). Most importantly, students claimed that blended learning approach was cost and time effective. Study concluded that blended learning facilitates students in conceptual understanding and students considering blended mode of teaching more effective, interactive, and productive.