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PEER-REVIEWED
Original Study
| Published: June 30, 2022
Effect of Blended Learning on Academic Achievement in Mathematics Among IX Grade Students
Research Scholar, Panjab University, Chandigarh Google Scholar More about the auther
Associate Professor, Dev Samaj College of Education, Chandigarh, India Google Scholar More about the auther
DIP: 18.01.135.20221002
DOI: 10.25215/1002.135
ABSTRACT
The present study investigates the academic achievement of IX grade students in mathematics by comparing blended learning instruction and traditional face-to-face instruction. Students of both genders constitute the population of this study. The sample has selected randomly from IX grade students of a school located in Amritsar. The study has been conducted with 65 participants, 33 for the experimental group and 32 for the control group. The experimental group has been taught using blended learning instruction and the control group by using traditional face-to-face instruction. In this experimental study, the same content has been taught in both groups simultaneously for 6 weeks. Achievement test in mathematics has been constructed according to the content taught in both groups. The finding of the study indicates a significant difference in the academic achievement of the experimental group than the control group.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2022, Makkar N. & Sharma R.
Received: April 20, 2022; Revision Received: June 28, 2022; Accepted: June 30, 2022
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.135.20221002
10.25215/1002.135
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Published in Volume 10, Issue 2, April-June, 2022