Exploring the Effectiveness of Blended Learning Techniques for Science Students at Secondary Level

Abstract

This research was carried out on the teachers’ and students’ perceptions of using Blended Learning techniques. Firstly, a questionnaire was designed and then distributed to 100 male and female teachers, of which 100 responses were received. Moreover, semi-structured interviews with the ten teachers were conducted to explore their deep views of the role and importance of Blended Learning. The findings showed that the teachers appreciate the value of Blended Learning in developing them professionally using Blended Learning techniques. The teachers reflected their positive views about independent learning using computers and the internet through assignment methods, classroom discussions, and projects that make their learners critical thinkers and autonomous. Teachers said they can use computers and online activities to develop assignments and prepare lessons and examination papers. Also, they are becoming fast in providing feedback to their students. The study concluded that male and female teachers who do not use Blended Learning techniques or are not computer-trained are comparatively less autonomous than the others. The recommendations are redesigning courses to identify strengths and weaknesses and directing future learning regarding blended techniques.