The Effect of Blended Learning to the Students Learning Achievements in Department of Mechanical Engineering

Abstract

Blended learning is a lecturer learning concept supported by e-learning so that it could be complement each other's in shortcomings. This study aims to determine the effect of blended learning on students learning achievement in Mechanical Engineering Department, including: (1) the significant improvement of student's achievement before and after using the blended learning method; and (2) the significance differences in student's achievements between students who use and do not use blended learning method. This research was quasi experimental research using the pretest-posttest non-equivalent control group design. The sample were students of mechanical engineering department consist of 30 students as group control and 30 students as group experimental. The data collected through assessments of pertest and posttests result were analysed using the t-test. The results showed that: (1) there was significant improvement in student achievement (Sig. 0.00 < 0.05) after applied the blended learning method; and (2) there is significant difference of student achievement (Sig. 0.00 < 0.05) between experimental group using blended learning and control group using lecture method. Hence, blended learning method has an effect on students achievement.

Examination of Students’ Academic Performance in Selected Mechanical Engineering Courses Prior-to-and-During COVID-19 Era

“…From Table 2, the Kruskal-Wallis test with a p-value of 0.111 at a z-value of 6.020, which is greater than the p-value of 0.05 indicates that the academic performance of engineering students in the Advanced Thermofluids course is not significantly different from one another across the years. The implication of results obtained using Kruskal-Wallis and Mann-Whitney U statistical tests is in complete agreement, which also conforms with the findings of Ghorbani et al (2020) [25] and Setiyawan (2019) [30]. Sequel to the fact that there is no evidence of findings suggesting an adverse effect of the online learning mode on the academic performance of students who offered Advanced Thermofluids, it is therefore a reliable alternative to in-person or online-offline hybrid mode during inevitable constraints.…”

“…It can be inferred from the foregoing that the web-based learning mode does not yield negative response in respect of the performance of students who offered all the four mechanical engineering courses, thus making it a reliable alternative to in-person or at least a suitable complement to in-person in the online-offline hybrid mode during the ongoing COVID-19 era and other inevitable constraints in the future. Self-regulation, flexibility, and continuity in learning, which have been identified as key merits of the online learning mode [6], confirm the choice of the online mode as a suitable alternative [26][27][28] or complement to in-person learning in the online-offline hybrid mode, otherwise known as the blended learning mode, which has been advocated in a number of previous studies [23,[29][30][31][32][33][34][35][36].…”