The Impact of Blended Learning Environment on Academic Achievement of Engineering Students
S. Selvakumar1, P. Sivakumar2
1S.Selvakumar, PhD Research Scholar, Department of Education (DDE), Alagappa University, Karaikudi, Tamil Nadu, India.
2Prof.P.Sivakumar, Professor & Head, Department of Education (DDE), Alagappa University, Karaikudi, Tamil Nadu, India.
Manuscript received on September 16, 2019. | Revised Manuscript received on 24 September, 2019. | Manuscript published on October 10, 2019. | PP: 3782-3787 | Volume-8 Issue-12, October 2019. | Retrieval Number: L3825081219/2019©BEIESP | DOI: 10.35940/ijitee.L3825.1081219
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Blended learning is one of the e-learning models integrating an online course and face-to-face classroom by optimizing the use of ICT as instructional media to enhance the teaching and learning experience for the teachers and students. The main aim of this research study explores the impact of the Blended Learning Environment on students’ academic achievement. Quasi-experimental design research methodology was used in this study. The sample was drawn from Government Diploma Polytechnic college in Karaikudi, Tamil Nadu, India. The tools utilized for data collection were Blended Learning Environment and Academic achievement test. For six weeks, the students in the control group were treated with Lecture Based Environment (LBE) where the conventional lecture method of teaching was adopted, while the experimental group were carried out through the Blended Learning Environment (BLE) where both on-line and face to face modes are adequately utilized based on the subject matter. Two groups were administered a test before and after the implementation of BLE. To analyze the data, t-test was conducted to compare the test mean scores of both groups. Further, the gap closure analysis was used to find out and ensure the effectiveness of the experimental treatment. The results revealed that there were statistically significant differences between the scores of the two groups. The study concluded that blended learning improves students’ academic achievement. This study also testifies that BLE is more conducive to improve academic achievement than LBE.
Keywords: Blended learning Environment, Lecture-based Environment, Academic Achievement.
Scope of the Article: Environmental Engineering