Effect of Blended Learning in Developing Social Skills among Higher Secondary Students

Abstract

At present, classroom instruction should be self-regulated process taking place through the learner who is motivated to explore problems and situations. For learning, the students are learn through web as a source of knowledge, the learning environment should be shifted to a learner centered rather than teacher centered environment. The advantage of social skills approach to treat children with problems is that it is essentially a positive approach, which assumes that children can be taught the skills necessary to behave in different life situations in more acceptable manner. The objective of the study was to study the effect of blended learning instructional strategy in developing social skills among higher secondary students. The study employs pre-test, post-test control group design under the quasi-experimental method. The sample includes 80 students of standard XII, 40 students each in experimental group and control group. Statistical techniques of descriptive analysis, t-test and ANCOVA were used for comparing the pre-test, post-test and gain scores of social skills between the groups. The results of the revealed that experimental group taught through blended learning strategy scored more on their post- test and gain scores on social skills after the experimental intervention, when compared to control group.