Effectiveness of Blended Instructional Approach in Improving Students’ Scientific Learning Outcomes: A Meta-Analysis

Abstract

This study examined the effectiveness of blended instructional approach in improving students' scientific learning outcomes. This study employed a quantitative research design, where meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was mainly used to determine the effectiveness of previously done studies on blended instructional approaches. Using Comprehensive Meta-Analysis (CMA) software, the study extracted 53 effect sizes from 49 empirical studies from January 2016 to June 2021. The overall weighted effect size of g=1.349 suggests that the blended instructional approach has a significantly large and positive effect on students' scientific learning outcomes. Moderator analyses showed that the blended instructional approach has the largest effect on students ' learning achievement (g=1.499) in comparison to scientific attitudes (g=0.472) and scientific process skills (g=0.277) with both small effects. Overall, the findings establish the effectiveness of blended instructional approaches in developing students' scientific learning outcomes. Hence, science teachers must be equipped with technological and pedagogical knowledge on the effective implementation of the blended instructional approaches in science teaching.

The impact of home resources, students' attitudes toward learning, and instructional strategies on science achievement

“…On the other hand, we find that most instructional strategy predictors have little effect on mean science achievement, with the exception of students work in the same ability group . This contradicts earlier reports that claim that teaching approaches play an important role in academic attainment (Antonio, 2022; Ganyaupfu, 2013; Okam & Zakari, 2017; Shana & Abulibdeh, 2020; Tang et al, 2022).…”

“…In a comparative study of the impact of traditional, inquiry‐based, and research‐based laboratory curricula on the understanding of the nature of science, Russell and Weaver (2011) found that research‐based laboratory curriculum was the most effective compared to the traditional, and inquiry‐based curricula. Antonio's study (2022) indicated that blended teaching approaches have significant positive effect on science achievement. Blended instruction integrates the approaches of face‐to‐face classroom instruction and online learning.…”

Perceptions of teacher competencies in a new higher education blended learning programme: An exploratory study

“…Correspondingly, a blended learning environment is by nature heavily dependent on the use of technology. Therefore, it is vital that teachers can understand and use different technologies effectively and meaningfully because the competent use and integration of technology positively affects students' learning and achievement (Antonio, 2022). This can include learning how to use the tools and features of new digital platforms in an effective way or how to https://doi.org/10.21428/8c225f6e.768acd6b exploit big data to evaluate students' progress.…”

“…This supports the findings of Heilporn et al (2022) who show that having effective instructional strategies within a blended learning environment creates clarity and better engagement for students. Although we did not interview students, we hope that as we continue to develop our competent use of the digital platform and seamlessly integrate the online and face-to-face elements of the course, we can help facilitate better student learning (Antonio, 2022). Some of the journal entries tell stories about how the architectural constraints of the platform prevented us from enacting our previous teaching practices, but that we found ways to circumvent these by being pedagogically innovative.…”

Effectiveness of Virtual Simulations in Improving Secondary Students’ Achievement in Physics: A Meta-Analysis

“…In light of the changing educational landscape caused by the COVID-19 pandemic, science teachers must become knowledgeable of the effective blended learning strategies that have been investigated and implemented to guide and support them in their instructional practices (Antonio, 2022). Particularly, innovative and effective instructional strategies in Physics are necessary to assist students in developing their learning achievement amidst the online distance learning setup.…”