Blended Learning Approach for Less Proficient Students

Sarah Yusoff, Rohana Yusoff and Nur Hidayah Md Noh

SAGE Open, 2017, vol. 7, issue 3, 2158244017723051

Abstract: This article describes the implementation of blended learning in a higher education institution by focusing on the less proficient students. Malaysia’s Ministry of Higher Education has urged every university to introduce blended learning in their teaching and learning processes as a new approach. Nevertheless, there are less proficient students who are hesitant, less motivated, and face difficulty in associating learning with technological applications. Our main purpose is to show how blended learning can be designed to suit the less proficient students by first identifying their learning styles and then creating a motivating supportive learning system through the use of teaching technology applications. The sample size for this study is 64 business program students from four groups taking the course Introduction to Statistics in two consecutive semesters. These are students who had to repeat a few subjects including Introduction to Statistics as well as students who entered university with lower qualifications and had to undergo one semester of booster certification program. Final examination scores are used as a measure of students’ performance. Comparison using examination marks scored is shown using independent t test, mean effect size, and Box and Whiskers plot. Results showed noticeable difference in examination scores obtained by the different groups of students. As a conclusion, while blended learning approach bears many benefits, it has to be tailored to suit the different students’ cognitive levels as well as learning styles.

Keywords: e-learning; Introduction to Statistics; higher institutions; online tools; teaching and learning (search for similar items in EconPapers)
Date: 2017
References: View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:7:y:2017:i:3:p:2158244017723051

DOI: 10.1177/2158244017723051

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