Comparison of Effectiveness of Blended Learning Strategy and Traditional Learning Strategy on the Academic Performance of the Students in the Subject of Economics at Higher Education Level in Pakistan

Abstract

The study “sought to investigate the impact of the Blended Learning Strategy” on the subject of economics at the university level. The primary goals were to (1) compare the performance of students taught using traditional and blended learning strategies, and (2) investigate the effect of the blended learning environment and traditional classroom using the WIHIC scale. Fifty students from Northern University (Nowshera) were chosen as a sample for the study as a rule of thumb. Experimental and control were made. Each group consisted of 25 students. For the experiment, two different treatments were used. The experiment was carried out using an experimental pre-post-equivalent group design. For the trial, there were two different treatment strategies used. The same course materials and lesson plans were given to both groups, however, the experimental group received a "blended learning strategy" for six academic weeks while the control group received the standard lecture-demonstration method. “Both the experimental and control groups received a post-test following the procedure. The learning environments in the classrooms of the two groups were compared using an observational "What is Happening in this Classroom" (WIHIC) measure. A t-test was used to assess the data. Findings showed that the blended learning technique had a substantial impact on students' performance following the intervention. The blended classroom's learning environment was more collaborative than it was in the non-blended classroom. It was advised that a blended learning method be incorporated in teacher preparation programs' curricula to prepare future instructors and improve the academic performance of the majority of students. The research will be useful to students, teachers, curriculum developers, and policymakers.