Effectiveness of Blended Teaching on Academic Achievement in Organic Chemistry: A case of Grade-12 Learners from an Underprivileged South African School

Josphine Munyaradzi Chakawodza, Mpunki Nakedi, Rita Ndagire Kizito

Abstract


In South Africa, particularly in underprivileged high schools, the unavailability of resources means that the use of traditional face-to-face teaching methods that promote passive learning is prevalent. Despite a few of these schools utilising blended teaching methods that can potentially promote active learning, research that evaluates the effectiveness of these methods in promoting academic achievement is limited. Diagnostic reports on National Senior Certificate examinations of South Africa show that Grade-12 learners perform poorly in organic chemistry. Therefore, this study which was conducted during the COVID-19 pandemic, aimed to determine how effective blended teaching methods are in fostering academic achievement compared to traditional face-to-face teaching, focusing on Grade-12 organic chemistry. In this quantitative study, using Vygotsky’s socio-cultural and Maslow’s hierarchy of needs theories as the theoretical framework, two hundred learners were randomly placed into two equal groups. Group-1 (experimental) was taught all organic chemistry concepts stipulated in the South African national curriculum using a blended teaching method while Group-2 (control) was taught the same concepts using traditional face-to-face teaching method. A standardised test (KOOCT) was administered to both groups followed by descriptive and inferential statistical analyses (independent t-tests). Findings showed that Group-1 scores (M = 41.74, SD = 19.533) were higher than those for Group-2 (M = 27.18, SD = 13.039), t (198) = 6.234, p = .00 < .05 showing that using blended teaching approach was more effective in promoting academic achievement than traditional face-to-face teaching only. The effect size (Cohen’s d=.882) ensures practical significance of the study.

https://doi.org/10.26803/ijlter.23.3.13


Keywords


blended teaching; traditional face-to-face; academic achievement; organic chemistry; underprivileged school context

Full Text:

PDF

References


Abukari, M. A., Agyei, P., Gonyalug, I. A., Najah, A. N., & Samari, J. A. (2023). Improving Teaching and Learning of Organic Chemistry in Senior High Schools Using Collaborative Approaches. Universal Journal of Educational Research, 2(4), 334-350. https://doi.org/10.17613/nsgs-tn43

Alwahaibi, I. S., Alhadabi, D. A., & Alkharusi, H. A. (2020). Cohen’s criteria for interpreting practical significance indicators: A critical study. Cypriot Journal of Educational Science, 15(2), 246-258. https://doi.org/10.18844/cjes.v15i2.4624

Armellini, A., & Rodriguez, C. (2021). Active Blended Learning: Definition, Literature Review, and a Framework for Implementation. IGI Global. https://doi.org/10.4018/978-1-7998-7856-8.ch001

Back, L. T., Polk, E., Keys, C. B., & McMahon, S. D. (2016). Classroom management, school staff relations, school climate, and academic achievement: testing a model with urban high schools. Learning Environments, 19(3), 397-410. https://doi.org/10.1007/s10984-016-9213-x

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement: a Systematic Evidence Map. International Journal of Educational Technology in Higher Education, 17(2), 1-30. https://doi.org/10.1186/s41239-019-0176-8

Bonk, C. J., & Graham, C. R. (2009). The Handbook of Blended Learning: Global Perpectives, Local Designs. Turkish Online Journal of Distance Education, 10(4). https://doi.org/10.5465/amle.2008.31413871

Brenya, B. (2023). Higher education in emergency situation: blended learning prospects and challenges for educators in the developing countries. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-01-2023-0044

Brown, R. C., Hinks, J. D., & Read, D. (2016). A blended learning approach to supporting students in Organic Chemistry: Methodology and outcomes. New Directions in the Teaching of Physical Sciences, 11(8), 33-38. https://doi.org/10.29311/ndtps.v0i8.492

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. https://doi.org/10.4324/9780203771587

Dai, N. V., Trung, V. Q., Tiem, C. V., Hao, K. P., & Anh, D. T. (2021). Project-Based Teaching in Organic Chemistry through Blended Learning Model to Develop Self-Study Capacity of High School Students in Vietnam. Education Sciences, 11(7), 346. https://doi.org/10.3390/educsci11070346

De Beer, J. (2016). Re-imagining science education in South Africa: The affordances of indigenous knowledge for self-directed learning in the school curriculum. Journal for New Generation Sciences, 14(3), 34-53. https://doi.org/10.20853/35-6-4217

Department of Basic Education. (2011). CAPS FET Physical Sciences. https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%20FET%20%20PHYSICAL%20SCIENCE%20WEB.pdf?ver=2015-01-27-154258-683

Department of Basic Education. (2020). NSC Examinations 2019: Diagnostic Report - Part 1. https://www.education.gov.za/Portals/0/Documents/Reports/DBE%20Diagnostic%20Report%202019%20-%20Book%201.pdf?ver=2020-02-06-140204-000

Department of Basic Education. (2021). NSC Examinations 2020: Diagnostic Report - Part 1 (Content Subjects). https://www.education.gov.za/Portals/0/Documents/Reports/2021%20NSC%20Reports/Diagnostic%20Report%202020%20-%20Part%201.pdf?ver=2021-03-25-105406-000

Department of Basic Education. (2022). NSC Examinations 2021: Diagnostic Report - Part 1 (Content Subjects). https://www.education.gov.za/Portals/0/Documents/Reports/2021NSCReports/2021%20Diagnostic%20Report%20Part%201%20Content%20Subjects.pdf?ver=2022-02-08-103527-000

Department of Basic Education. (2023). NSC Examination 2022: Diagnostic Report PART 1 Non-languages. https://www.education.gov.za/Portals/0/Documents/Reports/Diagnostic%20Reports%202022/Diagnostic%20Report%20PART%201%20Non-languages.pdf?ver=2023-02-14-125540-000

Department of Basic Education. (2024). NSC Examinations 2023: Diagnostic Report Book 1. https://www.education.gov.za/Portals/0/Documents/Reports/Diagnostic%20Reports%202022/Diagnostic%20Report%202023%20Book%201.......pdf?ver=2024-02-27-144522-073

Dziuban, C., Graham, C. R., Moskal, P. D., & Sicilia, N. (2018). Blended learning : the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(3), 1-16. https://doi.org/10.1186/s41239-017-0087-5

Fazal, M., & Bryant, M. (2019). Blended Learning in Middle School Mathematics: The Question of effectiveness. Journal of Online Learning Research, 5(1), 49-64. https://doi.org/10.1007/s11528-019-00429-8

Fisher, J., Bushko, K., & White, J. (2017). Blended beyond borders: A scan of blended learning obstacles and opportunities in Brazil, Malaysia, & South Africa. WISE. https://www.christenseninstitute.org/wp-content/uploads/2017/11/BlendedBeyondBorders.pdf

Fisher, R., Perenyi, A., & Birdthistle, N. (2018). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 1-17. https://doi.org/10.1177/1469787418801702

Flipped Learning Network (FLN). (2014). The Four Pillars of F-L-I-P™. www.flippedlearning.org/definition

Florian, T. P., & Zimmerman, J. P. (2015). Understanding by Design, Moodle and Blended Learning: A Secondary School Case Study. MERLOT Journal of Online Learning and Teaching, 11(1), 120-128. https://jolt.merlot.org/vol11no1/Florian_0315.pdf

Flynn, A. B. (2015). Structure and evaluation of flipped Chemistry courses: Organic and spectroscopy, small and large, first to third year, English and French. Chemistry Education Research and Practice, 16(2), 198-211. https://doi.org/10.1039/C4RP00224E

Garrison, D., & Vaughan, N. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. https://doi.org/10.1002/9781118269558.ch6

Ghasemi, A., & Zahediasl, S. (2012). Normality Tests for Statistical Analysis: A Guide for Non-Statisticians. International Journal of Endocrinology and Metabolism, 2(10), 486-489. https://doi.org/10.5812/ijem.3505

Graham, C. R. (2009). Blended learning models. In Encycloppedia of Information Science and Technology (2nd ed., pp. 375-382). IGI Global. https://doi.org/10.4018/978-1-60566-026-4.ch063

Grove, N. P., & Bretz, S. L. (2012, March 6). A continuum of learning: from rote memorization to meaningful learning in organic chemistry. Chemistry Education Research Practice, 13, 201-208. https://doi.org/10.1039/C1RP90069B

Halverson, L. R., & Graham, C. R. (2019, June 5). Learner Engagement in Blended Learning Environments: A Conceptual Framework. Online Learning Journal, 23(2), 145-178. https://doi.org/10.24059/olj.v23i2.1481

Kallner, A. (2018). Laboratory Statistics: Methods in Chemistry and Health Sciences (2nd ed.). Amsterdam: Elsevier.

Kuo, Y.-C., Belland, B. R., & Schroder, K. E. (2014). K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments. Distance Education, 35(3), 360-381. https://doi.org/10.1080/01587919.2015.955265

Lehesvuori, S., Ramnarain, U., & Viiri, J. (2018). Challenging Transmission Modes of Teaching In Science Classrooms: Enhancing Learner-Centredness through Dialogicity. Research In Science Education, 48(5), 1049-1069. https://doi.org/10.1007/s11165-016-9598-7

Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396. https://doi.org/10.1037/h0054346

Mullins, J. (2008). Six pillars of organic chemistry. Journal of Chemical Education, 85(1), 83. https://doi.org/10.1021/ed085p83

Naaj, M. A., Nachouki, M., & Ankit, A. (2012). Evaluating Student Satisfaction with Blended Learning in a Gender-Segregated Environment. Journal of Information Technology Education: Research, 11(1), 185-200. https://doi.org/10.28945/1692

Nkanyani, T. E., Mudau, A. V., & Sikhosana, L. (2024). Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy. Eurasia Journal of Mathematics, Science and Technology Education, 20(3). https://doi.org/10.29333/ejmste/14295

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002

Picciano, A. G., Dziuban, C. D., & Graham, C. R. (2014). Blended Learning:Research Perspectives (Vol. 2).

Ramulumo, M., & Mohapi, S. (2023). Utilizing Blended Learning to Mitigate the Challenges Brought by Natural Disasters in South African Schools. Research in Social Sciences and Technology, 8(4), 76-93. https://doi.org/10.46303/ressat.2023.33

Richards-Babb, M., Curtis, R., Georgieva, Z., & Penn, J. H. (2015, November 10). Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry. Journal of Chemistry Education, 92(11), 1813-1819. https://doi.org/10.1021/acs.jchemed.5b00294

Rosenthal, R., & Rosnow, R. L. (2008). Essentials of Behavioral Research: Methods and Data Analysis (3rd ed.). McGraw-Hill. https://dash.harvard.edu/bitstream/handle/1/34945148/Essentials%20of%20Behavioral%20Research.pdf?sequence=1&isAllowed=y

Salame, I. I., Patel, S., & Suleman, S. (2019, May). Examining Some of The Students’ Challenges in Learning Organic Chemistry. International Journal of Chemistry Education Research, 3(2), 6-14. https://doi.org/10.20885/ijcer.vol3.iss1.art2

Sawilowsky, S. S. (2009). New Effect Size Rules of Thumb. Journal of Modern Applied Statistical Methods, 8(2), 597-599. https://doi.org/10.22237/jmasm/1257035100

Seery, M. K., & O'Connor, C. (2015). E-learning and Blended Learning in Chemistry Education. In P. Atkins, E. Serrano-Torregrossa & J. Garcia-Martinez (Eds.), Chemistry Education: Best Practices, Opportunities and Trends (pp. 651-666). Germany: Wiley-VCH. https://doi.org/10.1002/9783527679300.ch26

Staker, H., & Horn, M. (2012). Classifying K-12 blended learning. Innosight Institute. https://files.eric.ed.gov/fulltext/ED535180.pdf

Tekane, R., Pilcher, L., & Potgieter, M. (2020). Blended learning in a second year organic chemistry class: Students’ perceptions and preferences of the learning support. Chemistry Education Research and Practice,. Chemistry Education Research and Practice, 21(1), 24-36. https://doi.org/10.1039/c9rp00099b

Tomas, L., Evans, N. S., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for flipped learning continuum. International Journal of Education Technology in Higher Education, 16(5), 1-22. https://doi.org/10.1186/s41239-019-0135-4

Vaughan, N. (2014, November). Student Engagement and Blended Learning: Making the Assessment Connection. Educational Science, 4,, 247–264. https://doi.org/10.3390/educsci4040247

Vygotsky, L., & Cole, M. (1978). Mind in society: Development of higher psychological processes. United States of America: Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Williams, N., Bland, W., & Christie, G. (2008, January 28). Improving student achievement by adopting blended learning approach to inorganic chemistry. Chemistry Education Research and Practice, 1. https://doi.org/10.1039/b801290n

Yaghmour, K. S. (2016). Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics. Journal of Education and Practice, 7(5). https://iiste.org/Journals/index.php/JEP/article/view/28765/29528

York, T., Gibson, C., & Rankin, S. (2015, March). Defining and Measuring Academic Success. Practical Assessment, Research & Evaluation, 20(5). https://doi.org/10.7275/hz5x-tx03


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493