Effect of Blended Approach on the Academic Achievement of Low Achievers in the Subject of Education at Higher Secondary Level

Raheela Anjum, Rehmat Ali Farooq, Rabia Tabassum


The purpose of the study was to inquire the effects of blended approach on the academic achievements of low achievers in the Education subject at higher secondary level. For this study, pretest and the posttest equivalent group experimental research was carried out for data collection. All the students studying in 11th class in Federal Government Model Colleges of Islamabad served as population of current study. Accessible population of the study were all students studying in 11th class in selected college for experiment. Thirty students of 1st year class were sample of study and then on basis of pre-test performance, they were equated and distributed into two groups. Each group comprised of fifteen students. Teacher made pretest and posttest was developed. Experiment was provided to both of groups. For pre-test grades, post-test and retention test were examined at 0.05 level of significance by using t-test through SPSS. It was concluded that blended approach was much better as compared to conventional methodology in the academic achievement of students on posttest and even on retention test. It was recommended that blended approach should be used at college level for teaching-learning process.

Keywords: Blended Approach, academic achievement, low achievers, experimental research, traditional teaching, online resources.

Full Text:



Bates, A. W. & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco: Jossey-Bass.

Bates, A. W. (2005). Technology, e-learning and distance education. 2nd ed. United States.

Bullen, P. & Alltree J. (2006). Editorial. Journal for the Enhancement of Learning and Teaching, 3(2): 4 –6

Garrison, D., R. & Kanuka, H. (2004) ‘Blended Learning: Uncovering its Transformative Potential in Higher Education’, the Internet and Higher Education, 7, 95-105.

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In: Bonk. C. J. and Graham, C. R. (Eds.) Handbook of blended learning: global perspectives, local design, (pp.3-21). CA: Pfeiffer Publishing.

Harriman, G. (2004). What is Blended Learning? E-Learning Resources.

Lam, L. & Cheng, F. (2011). Optimal teaching mix in blended team-based learning: A case study in CUUK-SCS. In: Lee, V., Wang, F. L., Cheung, S. and Hung, A. (Eds.) Blended learning: Maximization of teaching and learning effectiveness, pp.146-156. Hong Kong: City University of Hong Kong.

Laster, S., Otte, G., Picciano, A.G., & Sorg S. (2005). Redefining blended learning. Paper presented at the Sloan-C Workshop on Blended Learning, April 18th, in Chicago, IL. Learning. Lexington, MA: Centra Software.

Littlejohn, A., & Pegler, C. (2007). Preparing for Blended e-Learning. London: Routledge.

Macdonald, J. (2006). Blended learning and online tutoring: A good practice guide. Hampshire: Gower.

Martyn, M. (2003). the hybrid online model: Good practice, Educause Quarterly 2003(Nov): pp.18-23

McNaught, C. (2011). The best of both worlds: Effective hybrid learning designs in higher education in Hong Kong.

Kwan, R., Fong, J., Kwok, L. F. and Lam, J. (2011) Hybrid learning, pp.1-9. New York: Springer.

Naidu, S. (2003). Designing instruction for e-learning environments. In: Moore, M. G. and Anderson, W. G. (Eds.) Handbook of distance education, pp.349-365. Mahwah, New Jersey: LEA.

Williams, S. (2003). Clerical medical feeds back on blended learning. Industrial and Commercial Training, 35(1): 22–25

Zhang, D., Zhou, J. L. & Nunamaker, J. F. (2004). Can e-learning replace classroom learning?. Communication of the ACM 47(5): pp.75-79

Zhang, W. Y. (2011). Entering the 3rd generation of e-learning: Characteristics and strategies. In: Lee, V., Wang, F. L., Cheung, S. and Hung, A. (Eds.) Blended learning: Maximization of teaching and learning effectiveness, pp.1-9. Hong Kong: City University of Hong Kong.


  • There are currently no refbacks.

Maintained By: sabir.khan, Directorate Of ICT, AIOU