Impact Of The Blended Learning Environment On Students' Academic Achievement And Their Technological Attitude In Science Labs

Abstract

Specifically, it aimed to: determine the level of academic achievement of students as exposed to the blended learning approach and those exposed to the non-blended learning approach; ascertain the practical skills of students exhibited when exposed to the blended learning approach and those exposed to non-blended learning approach in terms of questioning, designing, communicating, recording, analyzing, and interpreting; compare the academic achievement of students toward science laboratories when exposed to blended learning approach and non-blended learning approach; and differentiate the practical skills exhibited by students toward science laboratories when exposed to blended learning approach and non-blended learning approach. Additionally, correlation analysis and descriptive statistics like suggestions and percentages were applied. The outcomes demonstrated that students who were acquainted with blended learning increased their academic performance from the pre-test to the post-test and achieved parity with students who were not. Students demonstrated the ability to interpret, communicate, design, record, analyze, and ask questions as practical skills. Additional findings revealed no discernible difference in the academic performance of students exposed to blended learning compared to those exposed to non-blended learning; both groups improved, hence the null hypothesis was not successfully rejected. The proposed null hypothesis is rejected because there is a notable difference in the practical skills displayed by students exposed to blended learning compared to those who were not.