Factors Affecting Blended Learning Approach in Teaching Physical Sciences Concepts
Keywords:
Factors, Affecting, Blended Learning, Approach, Teaching, Physical Sciences, ConceptsAbstract
The study determined the factors affecting blended learning approach in teaching physical science concepts of the selected Bachelor of Science in Information Technology and Bachelor of Science in Architecture students in Samar State University for the 2015-2016. Experimental method of research using pre-test – post-test single group design was employed in this study. The subject of this study included 102 first year Bachelor of Science in Information Technology students from the College of Arts and Sciences and 31 first year Bachelor of Science in Architecture students from the College of Industrial Technology who were enrolled during the second semester in the school year 2015-2016. The students usually used memorization, the internet, made brief and organized notes, problem exercises, and comprehending the lesson while studying. They usually utilized text books, internet, modules, hand outs, and lecture notes written during the discussion as their learning resource. Generally, the subjects were knowledgeable enough in using the internet as evidenced by the grand mean posted at 2.66. Using the blended learning in teaching physical science concepts was effective as there was a significant difference between their scores during the pretest and after the post-test. In selecting appropriate approaches, methods, and strategies in the delivery of instructions, teachers should consider the individual differences of their students, especially with regards to the IQ and EQ level.
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D. UNPUBLISHED MATERIALS
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www.howardsei.org/uploads/QuasiExperimental.pdf
