Indian Journal of Society and Politics

Open Access Open Access  Restricted Access Subscription Access

Influence of Blended Learning Programme on Academic Achievement of Student Teachers


Affiliations
1 Indira Gandhi National Tribal University, Amarkantak (MP), India
 

This study is aimed at studying the influence of using a Blended Learning Programme on academic achievement of student teachers of Puducherry. An achievement test was constructed with hundred items in the subject, teaching of Physical Science. The population of the study is the student teachers of teacher education colleges in Puducherry affiliated to Pondicherry University. 53 student teachers of physical science group from Pope John Paul II College of Education and Venkateswara College of Education (2014 – 2015) in Puducherry state form the sample size for this study. A teacher made achievement test of the course subject teaching of physical science is the tool used in the study. The tool was constructed by the investigator with the help and guidance of the research supervisor and it was validated using item analysis. The innovative teaching method namely Blended Learning Program was used in teaching the experimental groupwhich comprise 29 students from Pope John Paul II College of Education, while the conventional method was used with the Control group which consists of 24 student teachers in Venkateswara College of Education. The experiment started on 22 January 2015 and completed on 1April 2015. The findings of the study shows that there is a significant difference in the achievement scores of experimental and control group in teaching of physical science.This shows that the Blended Learning Programme is an innovative teaching method with the effective integration of technology for teaching of physical science.

Keywords

Blended Learning Programme, Academic Achievement, Student Teachers, Active Engagement, Teaching of Physical Science.
User
Notifications
Font Size

  • Bonk, C. & Graham, C. (2005). Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.

  • Dhanya Krishnan (2011). Effect of Blended Learning Strategy on Higher Order Thinking and Learning Science among Secondary School Students. http://hd1.handle.net/10603/73173

  • Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALNmodalities: An institutional perspective. In J. Bourne & J.C. Moore (Eds.), Elements ofQuality Online Education: Into the Mainstream (pp. 127-148). Needham, MA: Sloan Center for Online Education.

  • Hana Berger, Bat-ShevaEylon and Esther Bagno.(2008).Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program.Journal of Science Education and TechnologyVol. 17, No. 4. pp. 399-409

  • Hong, R.C., & Miao, J.H. (2009). The effect of Blended learning model for elementary school environmental education. IEEE Computer Society. Proceedings of the 2009 First International Workshop on Education Technology and Computer Science- Volume 03, Washington, DC, USA. Doi:10.1109/ETCS.2009.545

  • Moodley, S. (2004). The effects of computer based dynamic visualization simulations on student learning in high school science. Dissertation AbstractsInternational, 65( 8), p. 2941.

  • North American Council for Online Learning (NACOL). (n.d). Blended learning: The convergence of online and face to face education. Retrieved from http://www.inacol.org/research/promisingpra ctices/NACOL_PP-BlendedLearning-lr.pdf

  • Prensky, M. 2001. Digital natives, digital immigrants. On the Horizon 9 (5): 1-6.

  • http://www.marcprensky.com/writing/Prensky%20%20Dig ital%20Natives,%20Digital%20Immigrants%20%20Part1.pdf (accessed May 31, 2008).

  • Thorn, K. (2003). Blended Learning: How to integrate online and traditional. London, Kogan Page.

  • Wiersma, W.,&Jurs, S. G., (1990). Educational measurement and testing. 2nd Edition. Boston, MA: Allynand Bacon

  • Yen, J.C., & Lee, C.Y. (2011). Exploring problem solving patterns and their impact on learning achievement in a blended learning environment, Computers and Education, 56(1), 138-145. Doi:10.1016/j.compedu.2010.08.012


Abstract Views: 143

PDF Views: 0




  • Influence of Blended Learning Programme on Academic Achievement of Student Teachers

Abstract Views: 143  |  PDF Views: 0

Authors

S. Maria Josephine Arokia Marie
Indira Gandhi National Tribal University, Amarkantak (MP), India

Abstract


This study is aimed at studying the influence of using a Blended Learning Programme on academic achievement of student teachers of Puducherry. An achievement test was constructed with hundred items in the subject, teaching of Physical Science. The population of the study is the student teachers of teacher education colleges in Puducherry affiliated to Pondicherry University. 53 student teachers of physical science group from Pope John Paul II College of Education and Venkateswara College of Education (2014 – 2015) in Puducherry state form the sample size for this study. A teacher made achievement test of the course subject teaching of physical science is the tool used in the study. The tool was constructed by the investigator with the help and guidance of the research supervisor and it was validated using item analysis. The innovative teaching method namely Blended Learning Program was used in teaching the experimental groupwhich comprise 29 students from Pope John Paul II College of Education, while the conventional method was used with the Control group which consists of 24 student teachers in Venkateswara College of Education. The experiment started on 22 January 2015 and completed on 1April 2015. The findings of the study shows that there is a significant difference in the achievement scores of experimental and control group in teaching of physical science.This shows that the Blended Learning Programme is an innovative teaching method with the effective integration of technology for teaching of physical science.

Keywords


Blended Learning Programme, Academic Achievement, Student Teachers, Active Engagement, Teaching of Physical Science.

References