International Journal of Academic Research in Progressive Education and Development

Open Access Journal

ISSN: 2226-6348

Effects of Blended Learning towards Students’ Performance in Electrochemistry Topic among Secondary School Students in Malaysia

Mohd Ariffuddin Abdul Aziz, Othman Talib, Tajularipin , Sulaiman , Nurzatulshima Kamarudin
  1. Pages 67-78
  2. Received: 05 Feb, 2021
  3. Revised: 10 Mar, 2021
  4. Published Online: 21 Apr, 2021

http://dx.doi.org/10.6007/IJARPED/v10-i2/9724

Open access

The study aimed to investigate the effectiveness of blended learning towards students’ performance in Electrochemistry topic among Malaysian secondary school students. A quasi-experimental study was carried out at one of the secondary schools located in Hulu Langat District, Selangor, Malaysia. The respondents in this study were 62 students that comprises of 31 respondents in blended learning group and 31 respondents in traditional learning group. The research design in the current study employed a quasi-experimental with a nonrandomized control group with pre-test and post-test. The instrument used in this study was based on previous Sijil Pelajaran Malaysia (Malaysia Education Certificate). The data was analyzed in inferential statistics which encompasses pair sample t-test and independent sample t-test. The findings of this study revealed that blended learning and traditional learning had improved students’ performance in Electrochemistry topic. However, there was a significant difference on the mean scores of the electrochemistry performance post-test between the blended learning group (M=75.5484, SD = 8.84247) and the traditional learning method group (M=47.0000, SD= 7.43416); (t (60) =13.759, p = 0.00) (p<0.05). The findings in this study revealed that blended learning is more effective than traditional learning method in order to improve students’ performance in Electrochemistry topic. The researcher suggested that blended learning should implemented to other subjects and the policy maker should adopt blended learning instruction in education curriculum.

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