Blended Learning's Effects on Teenagers' Secondary-Level Academic Performance in the matter of Chemistry

Abstract

Different technological approaches are widely used in this technologically advanced era to ensure interactive engagement and communication during the instructional process in order to deliver and understand the content materials effectively and to make the teaching-learning process more effective, successful, and productive. Therefore, the aim/goal of this paper was to investigate how the hybrid learning model affected adolescents' academic performance in secondary-level chemistry. Due to cultural barriers, the study was restricted to only male adolescents. Therefore, only 50 Grade 10 students from Government Boys High School Khurram (Karak) were chosen at random for this study. Data collection utilized an equivalent group’s pretest-posttest design. In this experimental study, the blended learning face-to-face driver model was employed. The control group received traditional instruction, while the experimental group underwent a blended learning approach using a face-to-face driver model. The experiment was finished in two months. A post-test was then scheduled to evaluate the academic progress of both groups. The data was examined using the independent samples t-test, the standard deviation and mean, the. The outcomes showed that the blending learning model has a favorable impact on students' academic success in chemistry. Additionally, it significantly improves each rank of the cognitive realm of Bloom's Taxonomy for chemistry. As a result, it is advised that science teachers use a blended learning approach rather than the conventional one to raise students' academic achievement.