Blended Learning pedagogical practices for improving students’ learning autonomy and academic results in learning

  • Kung-Teck Wong Sultan Idris Education University - MALAYSIA
  • Mohd Sahandri Ghani Hamzah Sultan Idris Education University - MALAYSIA
  • Pauline Swee Choo Goh Sultan Idris Education University - MALAYSIA
  • Norazilawati Abdullah Sultan Idris Education University - MALAYSIA
  • Siti Khatijah Sultan Idris Education University - MALAYSIA
Keywords: Blended learning; teaching English as a Second Language; Short Story; learner autonomy.

Abstract

This study investigated whether blended learning was more effective in inculcating learner autonomy and improving academic results among students when compared to conventional learning practices.  The study used a quasi-experimental design. The participants of the study consisted of 78 lower secondary students. The study carried out two different teaching methods; a blended learning classroom for the treatment group, meanwhile a conventional learning classroom for the control group. There were 40 pupils in the treatment group and 38 pupils in the control group.  Post-test analysis was carried out to understand the effectiveness of blended learning towards students’ academic achievement.  A set of questionnaire was developed to identify learner autonomy after the treatment.  The results indicated that there was a significant increase in academic achievement based on the pre and post-test analyses. The study also found that blended learning pedagogical practices could improve students’ learning autonomy in learning.

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Published
2019-04-30
How to Cite
Wong, K.-T., Ghani Hamzah, M. S., Choo Goh, P. S., Abdullah, N., & Khatijah, S. (2019). Blended Learning pedagogical practices for improving students’ learning autonomy and academic results in learning. Religación. Revista De Ciencias Sociales Y Humanidades, 4(14), 232-239. Retrieved from https://revista.religacion.com/index.php/religacion/article/view/256