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IJSTR >> Volume 7 - Issue 11, November 2018 Edition



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

Website: http://www.ijstr.org

ISSN 2277-8616



Blended Learning Approach: Effect On Studentsí Academic Achievement And Practical Skills In Science Laboratories

[Full Text]

 

AUTHOR(S)

Rhesa T. Hinampas, Catherine R. Murillo, Denis A. Tan, Roxette U. Layosa

 

KEYWORDS

Academic Achievement, Blended Learning, Practical Skills, Science Laboratories

 

ABSTRACT

A research investigation was conducted to find out the effect of blended learning approach on studentsí academic achievement and practical skills in science laboratories. Specifically, it aimed to: determine the level of academic achievement of students as exposed to blended learning approach and to those exposed to non-blended learning approach; ascertain the practical skills of students exhibited when exposed to blended learning approach and to 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. The study utilized the quasi-experimental design to determine the studentsí academic achievement and practical skills in science laboratories through blended learning approach. Two intact classes such as third section class exposed to blended learning approach and second section class exposed to non-blended learning approach were administered with a developed teacher-made test questions and adapted questionnaires on practical skills inventory. Descriptive statistics such as mean and percentages, and analysis of covariance were also used. Results showed that those students exposed to blended learning improved their academic achievement from pre-test to posttest and leveled-up their scores with those students non-exposed to blended learning. The practical skills manifested by students were interpreting, communicating, designing, recording, analyzing, and questioning. Further results showed no significant difference existed between academic achievement of students exposed to blended learning approach and to those exposed to non-blended learning approach, both improved their performances, thus failed to reject the stated null hypothesis. There is significant difference in the practical skills manifested between those students exposed to blended learning approach and those non-exposed to blended learning approach, thus rejecting the stated null hypothesis.

 

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