A Study on Consequence Given to Blended Learning in Advanced Level Physics Classroom: A Case Study in Matale Educational Zone

F.S.N.Mohamed
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F.S.N.Mohamed: Post Graduate institute of Science, University of Peradeniya, Sri Lanka

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 11, 1053-1057

Abstract: Blended learning, a pedagogical approach combining traditional face-to-face instruction with digital and online elements. This study explores the importance given to blended learning in an advanced-level physics classroom, analyzing the implementation methods, its influence on students’ self-interest towards physics as well as the obstacles faced by students and teachers. To achieve this aim, a case study approach was conducted in the Educational Zone Matale by involving five different schools. The study employed a mixed-methods approach, gathering quantitative data on implementation and students’ self- interest and qualitative feedback on their experiences. Convenient and simple random sampling techniques were used in this survey with the sample of 334 students and twelve advanced level physics teachers. Questionnaires and interviews were used as data collection instruments. Findings reveal that, various teaching methods were used in the physics classrooms, but less preference was given to student centered methods. Further, the schools were facilitated to conduct blended learning for physics classrooms with 92% smartboard usage among technological devices, but more priority was given to traditional teaching aids such as chalk/marker and board. This preference was compounded by teacher incompetence and workload issues. Also, the student’s self-interest towards physics was in satisfactory level due to the approaches of blended learning. on the other hand, while blended learning promotes greater individual learning opportunities, challenges such as technology access, digital literacy, network connectivity, socioeconomic barriers, teacher trainings, time management, students’ irregular attendance and students’ distraction in devices affect its effectiveness. The study concludes that blended learning can significantly benefit advanced-level physics students when barriers are reduced, suggesting a need for targeted support to optimize its implementation in content-heavy subjects.

Date: 2024
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