Blended Learning as an Instructional Approach: Effects on Academic Achievement and Social Skills among Secondary Students

सार

The present study examines blended learning as an instructional approach and its effects on the academic achievement and social skills of secondary school students. A quasi-experimental design was adopted, involving students divided into a Control Group and an Experimental Group. The Experimental Group was taught using a blended learning approach that combined face-to-face instruction with digital resources, while the Control Group received traditional instruction. Data were collected using standardized tools for academic achievement and social skills. The analysis was carried out using descriptive statistics (mean and standard deviation) and inferential statistics (t-test and ANOVA). The findings revealed no significant difference between the groups at the pre-test stage, indicating initial equivalence. However, a statistically significant improvement was observed in the post-test scores of the Experimental Group in both academic achievement and social skills. The results further indicated that the effectiveness of blended learning was consistent across gender and locale. The study concludes that blended learning is an effective instructional approach that enhances both academic performance and social competencies among secondary school students.