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IJSTR >> Volume 9 - Issue 4, April 2020 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Effect Of Blended Learning Strategy On Achievement In Economics In Relation To Motivation To Learn

[Full Text]

 

AUTHOR(S)

Dr. Ram Mehar, Rupneet Kaur Jassar

 

KEYWORDS

blended Learning Strategy, Conventional Teaching Strategy, Achievement in Economics, and Motivation to Learn Economics.

 

ABSTRACT

The present study investigates the effect of blended learning strategy on achievement in Economics in relation to motivation to learn Economics. The sample consisted of 120 students of XI class from two private schools of Amritsar city affiliated to CBSE, New Delhi. The study covered two independent variables viz. instructional strategies and motivation to learn Economics. The variable of instructional strategies was studied at two levels, namely blended learning strategy and conventional teaching strategy. The variables of motivation to learn was studied as three levels, namely high, average and low motivation to learn economics. The dependent variable was the performance gain which was calculated as the difference in post-test and pre-test scores. The experimental group was taught through blended learning strategy on various five topics from the Economics subject of class XI and the control group was taught by conventional method of teaching by the investigators. The instructional material and achievement test in Economics was developed by the investigators. The tool was used for data collection. The achievement test in Economics and motivation to learn Economics test was also administered. After pre and post-testing of all the students, the mean gain scores were computed. The statistical techniques such as Mean and SD were used in the analysis of data. F-ratio and t-test were employed to find the significance of difference between means related to different groups and variables. The data was analyzed using Analysis of Variance (2×3) and following conclusions were drawn: (i) The performance of blended learning strategy group was found significantly higher as compared to the conventional teaching group. (ii)The performance of high motivation to learn group was higher than that of average and low motivation to learn economics group (iii) There was significant interaction effect was found between the instructional strategies and motivation to learn economics group.

 

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