Investigating the Impact of Blended Learning Approach on Grade 7 Science Achievement

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dc.contributor.authorGürbüz, Fatih
dc.contributor.authorKahveci, Işın
dc.date.accessioned2026-02-28T12:42:46Z
dc.date.available2026-02-28T12:42:46Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractThis 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.
dc.description.abstractThis 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.
dc.identifier.doi10.5281/zenodo.18075930
dc.identifier.endpage164
dc.identifier.issn2980-1346
dc.identifier.issue2
dc.identifier.startpage149
dc.identifier.urihttps://doi.org/10.5281/zenodo.18075930
dc.identifier.urihttps://hdl.handle.net/20.500.12403/7704
dc.identifier.volume3
dc.language.isoen
dc.publisherAnadolu Dil Kültür ve Eğitim Derneği
dc.relation.ispartofAnadolu Dil ve Eğitim Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20260218
dc.subjectSpecialist Studies in Education (Other)
dc.subjectEğitim Üzerine Çalışmalar (Diğer)
dc.titleInvestigating the Impact of Blended Learning Approach on Grade 7 Science Achievement
dc.title.alternativeInvestigating the Impact of Blended Learning Approach on Grade 7 Science Achievement
dc.typeArticle

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