Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Abstract

The purpose of this study was to investigate the effect of blended learning on students’ academic achievement, to study teachers’ perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles—preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students’ academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children’s achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

“…Thus, it enhances learning engagement ( Alsalhi et al., 2021 ; Barros et al., 2017 ; Cronhjort et al., 2018 ) and improves the student learning experience ( Attard and Holmes, 2020 ; Barros et al., 2017 ; Dziuban et al., 2018 ; Jeffrey et al., 2014 ; Mumtaz et al., 2017 ; Poon, 2013 ; Rifa'i and Sugiman, 2018 ). Furthermore, several studies have shown that applying blended learning to teaching improves student academic achievement ( Alammary, 2019 ; Alsalhi et al., 2021 ; Balentyne and Varga, 2017 ; Gambari et al., 2017 ; Kundu et al., 2021 ; Lin et al., 2017 ; Poon, 2013 ; Psycharis et al., 2013 ; Zhang and Zhu, 2017 ). Several studies have confirmed that personality, learning style, and satisfaction positively affect progress in student achievement ( Cheng and Chau, 2016 ; Vasileva-Stojanovska, 2015 ).…”

“…One solution to the potential obstacles associated with this approach to teaching is found in numerous studies that have proposed methods for schools and teachers that can be applied to blended learning. According to Kundu et al. (2021) , math teaching activities and textbooks should connect to blend learning with teaching, especially as the teacher's understanding of each student's needs evolves ( Kundu et al., 2021 ; Stahl, 2021 ).…”

Time for Attitudinal Change and Critical Thinking

“…Graham,Allen,&Ure(2005)statedthatpeoplechooseblendedlearningforimprovedpedagogy, increasedaccessandflexibility,andcost-effectiveness. Kundu,Bej,&Dey(2021)havefoundBL effectiveinenhancingstudents'engagementandachievement.ButdoesBLaffectstudents'attitude andcreativityinanunfamiliarsetting?…”

Differences in the Effect of Offline, Blended, and Online Learning in Statistics Learning on Physical Education Students

“…The usefulness of this technology is very useful during a pandemic. During the Covid-19 pandemic, the world of education from various levels was 'forced' to adapt drastically to learning from home through online media (Kundu et al, 2021).…”