View of lS BLENDED LEARNING AN EFFECTIVE APPROACH FOR ACHIEVEMENT IN SCIENCE PEDAGOGY OF TRAINEES

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390 INTERNATIONAL JOURNAL OF INNOVATION IN ENGINEERING RESEARCH & MANAGEMENT ISSN: 2348-4918

Peer Reviewed and Refereed Journal

VOLUME: 10, Special Issue 01, (IC-IESP-MULTI-2023) Paper id-IJIERM-X-I, January 2023

lS BLENDED LEARNING AN EFFECTIVE APPROACH FOR ACHIEVEMENT IN SCIENCE PEDAGOGY OF TRAINEES

Shuchi Ojha

Research Scholar, School of Education, DAVV, Indore Shanti Tejwani

Principal, Shri Vaishnav College of Teachers Training, Indore

Abstract - This research paper entitled "Is Blended Learning an effective approach for achievement in science pedagogy of trainees" is related to the teaching-learning approaches after Covid-19. Impact of Covid-19 is clearly manifested in education sectors. The teaching- learning process is undertaken on digital platforms. The objective of this study was to compare the median values of pre and post achievement in science pedagogy of experimental group. The sample comprised of 75 purposely selected trainees of B.Ed.

College of Indore City. The achievement was assessed with the help of achievement test, developed by the investigator. The test items comprised of all levels of cognitive domain.

The experimental design of the study was pre-test post-test single group design. The data were analyzed by

Non-Parametric Wilcoxon

signed rank test. The finding of the study was the median values of post achievement of experimental group was found to be significantly superior to pre achievement of experimental group.

Index Words: Blended Learning, Achievement.

1 INTRODUCTION

During last two years covid-19 has greatly affected the mankind not only in the economic sphere but

also

in various other fields

.I

t’s bad effects have been seen

in also in

education. On the one side, students could not go to colleges and on the other side bigger task for teachers was that how could they teach their students at their own homes so that their education would not suffer. Keeping this in mind and using modern technology online teaching was undertaken and a blend of learning through Syncronised and Asyncronised techniques has been used. Therefore the use

s

of Blended learning in the field of education were made more and more which in turn increased the technical efficiency of the teachers.

2 RATIONALE OF THE STUDY

In modern teaching – learning process technology plays an important role, No one could deny the fact that whole world is going digitalized during covid-19 hence, it is a big challenge for educators to blend digitalization into the educational process for better support to the learner. Blended learning model have been dramatically changing our learning communicating and even life styles. Because of this reason several researchers had been done researches related to blended learning.

There are several researches which suggest blended learning is effective in terms of achievement. Clark and Patrick (2005) conducted a study on blended learning in delivering science courses and they found that students supported blended learning and it is beneficial for learning. Studies of Tuckman (2002), O’Toole and Absalom (2003), Dowling, Goodfry & Gyles (2003), Dziuban, Hartman & Moskal (2004), Akyuz & Samsa (2009), yen &

Lee (2011) revealed positive effects of blended learning on learning outcomes such as achievement and higher order thinking. However, studies of mohar and Matthews (2003), Tosulkaew (2010) indicate neutral effect of blended learning. Despite the recent advances of blended learning in the field of education, there is a little research into how online learning is actually being used in classes by blending face-to-face instruction or how learning platform can benefit learning, The relatively recent and emerging researcher focus on the effect of blended learning of various subjects and in different context. As mentioned, several international studies have been conducted in the area of blended learning. Research review reveals that there is a lack of studies in Indian educational context on effects of blended learning approach on science learning at B.Ed. level. So, researcher wants to fulfil the gap and decided to take that topic for research work.

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VOLUME: 10, Special Issue 01, (IC-IESP-MULTI-2023) Paper id-IJIERM-X-I, January 2023 2.1 Topic of the Study

The following was the topic of the study:

Is Blended Learning an effective approach for achievement in science pedagogy of trainees.

2.2 Objective

The following was the objective of this research

To compare the median values of pre and post achievement in science pedagogy of experimental group.

2.3 Hypothesis

The following was the hypothesis of this research.

There is no significant difference between median values of pre and post achievement in science pedagogy of experimental group.

2.4 Sample

The Sample comprised with 75 trainees of B.Ed.II semester from B.Ed. college of Indore city.

The Sample was selected purposively from three private B.Ed. colleges affiliated to DAVV in Indore city. The sample was males as well as females. They represented average socio- economic status of society.

2.5 Tool

The achievement in science pedagogy was assessed with the help of Achievement Test, developed by the investigator in the guidance of supervisor. Test was comprised of questions related to the concept of science pedagogy. The questions are based on all levels of cognitive domain. Each correct answer for 13 objective type questions was given 1 mark, for two subjective type questions 4 marks and 3 marks were given respectively whereas, no marks were given on incorrect response. The total marks of the achievement test were 20.

3 EXPERIMENTAL DESIGN

Design of the study was Pre-Test Post-Test Single Group Design.

O1 × O2

Where; O1 & O2 = Pre & Post observation

X = Treatment with Blended Learning Strategy 3.1 Procedure Of Data Collection

First of all, three B.Ed. colleges for the present study were selected purposively. Total 75 B.Ed. trainees from B.Ed.II semester were taken as a sample. After establishing rapport pre- achievement test was administered on the trainees of each college. After that unit 1 of pedagogy of science was taught to students through blended learning as mentioned under design. Treatment was given for 10 days. After completing all the content of unit 1 each trainee was post- tested on achievement test, which was parallel to pre-test. The scoring of achievement test was done as given under tools.

3.2 Data Analysis

In order to study the comparison of the median values of pre and post achievement in science pedagogy of experimental group, the data were analyzed with the help of Non- Parametric Wilcoxon signed rank test.

Table- 1 Wilcoxon Sign Rank Test for Achievement in Science Pedagogy of Treatment Group

N Mean Std. Deviation Percentile Z P

Median -6.918 .000

pre_ACH1 75 2.9333 1.85511 2.000

post_ACH1 75 7.2133 3.76432 7.000

From table 1, it can be evident that treatment elicit a statistically significant change in achievement in Pedagogy of Science with Z= 6.918, P=.000 Indeed, median achievement score rating of post-test was 7.0 0 whereas pre-achievement median score was 2.00.

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VOLUME: 10, Special Issue 01, (IC-IESP-MULTI-2023) Paper id-IJIERM-X-I, January 2023

The differences in median is 5.0 which means the median increase in achievement in Pedagogy of Science with the after treatment versus the before the treatment is 5.0 besides the Wilcoxon Sign Rank test show this median differences is statistically significant.

4 RESULT

The treatment was found effective in enhancing significantly achievement in pedagogy of science of B. Ed. trainees.

5 DISCUSSION

The treatment was significantly enhancing the achievement in pedagogy of science of B.Ed. trainees.

This finding is supported by O’Toole and Absalom (2003), Rovai and Jordan (2004) and Vanicharaoenchai and Tosulkaew (2010) they found that blended learning has positive impact on student’s achievement. The present investigators also found that blended learning approach is good way to understand the concepts.This approach play an important role in teaching-learning process, it enhanced achievemernt of trainees in science pedagogy. Due to this reason B.Ed. trainees can understand the concept in better way rather than traditional method.

6 CONCLUSION

According to the findings of the present study and reviewed previous researches it can be concluded that blended learning can be used for enhancing the achievement of the B. Ed.

trainees in science pedagogy.

BIBLIOGRAPHY

1. Battye, G., & Carter, H. (2009). Report on the review of online and blended learning. Retrieved from University of Canberra website:

2. http://www.canberra.edu.au/tlc/asd/attachments/pdf3/Online-and-Blended-Learning-Review-Final- Report-June-2009.pdf

3. Best, W.J., & Kahn, V.J. (2006). Research in Education. New Jersey: PearsonEducation, Inc

4. Clark, I., & Patrick, J. (2005). Blended learning: An approach to delivering sciencecourses online. Paper presented at Uniserve science blended learningsymposium, University of Sydney. Retrieved fromhttp://sydney.edu.au/science/uniserve_science/pubs/procs/wshop10/2005Clark.I.pdf

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