Experimental Use of Blended Learning Instructional Strategy for Effective Teaching in Commerce at Higher Secondary Level

Abstract

Blended learning is a mix of pedagogical approaches that combines the effectiveness and the socialization opportunities of the classroom with the technological enhancement of online learning. Blended learning increases the interaction between the instructor and the student by integrating formative and summative feedback to boost students learning experiences. The objective of the study was to study the effectiveness of blended learning instructional strategy over constructivist teaching strategy among higher secondary students. The study employs a pre-test post-test control group design under the quasi-experimental method. The sample includes 80 students of standard XII, 40 students each in the experimental group and control group. The test scores were analyzed and compared between the two groups with the statistical techniques of mean difference analysis and ANCOVA. The results of the study revealed that there is a significant difference in the mean scores of achievement in commerce after the intervention of blended learning instructional strategy.