“An Analytical Study on the Impact of Blended Learning on Conceptual Understanding and Engagement in Science Education”

Abstract

In recent years, the integration of digital technologies into traditional classrooms has given rise to blended learning (BL) models, particularly in science education. This study aims to analytically examine the impact of blended learning on students’ conceptual understanding and their engagement levels in elementry school science subjects. Employing a quasi-experimental design, the study involved 120 students from two government-aided schools, divided into control (traditional learning) and experimental (blended learning) groups. Data collection instruments included pre- and post-tests to measure conceptual understanding, and a validated engagement survey to assess cognitive, behavioral, and emotional engagement. Quantitative data were analyzed using paired and independent t-tests, while qualitative feedback was thematically analyzed.

The findings reveal that students in the blended learning group showed statistically significant improvement in conceptual understanding (p < 0.01) compared to the control group. Furthermore, engagement scores across all three dimensions were higher in the experimental group, indicating that BL positively influenced student motivation and participation. These results suggest that blended learning is an effective pedagogical approach in science education, offering both improved comprehension of scientific concepts and increased student engagement. The study recommends the integration of blended learning models into science curricula and emphasizes the need for teacher training in digital pedagogy to maximize its benefits.