Investigating the Impact of Blended Learning Approach on Grade 7 Science Achievement
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Anadolu Dil Kültür ve Eğitim Derneği
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study aims to evaluate the impact of the Blended Learning Approach on the academic achievement of seventh-grade students in the "Interaction of Light with Matter" unit. The sample consisted of 34 students randomly selected from two different sections of a public middle school in Zonguldak during the second semester of the 2022-2023 academic year. A quasi-experimental pre-test/post-test control group design was employed. Participants were randomly assigned to either the experimental group (n=16) or the control group (n=18). The experimental group received instruction enriched with animations and simulations via the Education Information Network and Morpa Kampüs platforms and was given online homework and exercises beyond school hours. The control group followed the standard science curriculum without any additional blended learning elements. Data were collected using the Science Achievement Test and analyzed with SPSS 25. A significance level of p<0.05 was set for statistical interpretation. The Mann-Whitney U and Wilcoxon Signed Ranks tests were applied to analyze non-parametric data, while a dependent sample t-test was used for parametric data. The results indicate that the Blended Learning Approach positively impacted students' academic performance in science. Therefore, it is recommended that blended learning strategies be incorporated into other subjects to improve educational outcomes.
This study aims to evaluate the impact of the Blended Learning Approach on the academic achievement of seventh-grade students in the "Interaction of Light with Matter" unit. The sample consisted of 34 students randomly selected from two different sections of a public middle school in Zonguldak during the second semester of the 2022-2023 academic year. A quasi-experimental pre-test/post-test control group design was employed. Participants were randomly assigned to either the experimental group (n=16) or the control group (n=18). The experimental group received instruction enriched with animations and simulations via the Education Information Network and Morpa Kampüs platforms and was given online homework and exercises beyond school hours. The control group followed the standard science curriculum without any additional blended learning elements. Data were collected using the Science Achievement Test and analyzed with SPSS 25. A significance level of p<0.05 was set for statistical interpretation. The Mann-Whitney U and Wilcoxon Signed Ranks tests were applied to analyze non-parametric data, while a dependent sample t-test was used for parametric data. The results indicate that the Blended Learning Approach positively impacted students' academic performance in science. Therefore, it is recommended that blended learning strategies be incorporated into other subjects to improve educational outcomes.
This study aims to evaluate the impact of the Blended Learning Approach on the academic achievement of seventh-grade students in the "Interaction of Light with Matter" unit. The sample consisted of 34 students randomly selected from two different sections of a public middle school in Zonguldak during the second semester of the 2022-2023 academic year. A quasi-experimental pre-test/post-test control group design was employed. Participants were randomly assigned to either the experimental group (n=16) or the control group (n=18). The experimental group received instruction enriched with animations and simulations via the Education Information Network and Morpa Kampüs platforms and was given online homework and exercises beyond school hours. The control group followed the standard science curriculum without any additional blended learning elements. Data were collected using the Science Achievement Test and analyzed with SPSS 25. A significance level of p<0.05 was set for statistical interpretation. The Mann-Whitney U and Wilcoxon Signed Ranks tests were applied to analyze non-parametric data, while a dependent sample t-test was used for parametric data. The results indicate that the Blended Learning Approach positively impacted students' academic performance in science. Therefore, it is recommended that blended learning strategies be incorporated into other subjects to improve educational outcomes.
Açıklama
Anahtar Kelimeler
Specialist Studies in Education (Other), Eğitim Üzerine Çalışmalar (Diğer)
Kaynak
Anadolu Dil ve Eğitim Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
3
Sayı
2
