A Study on Consequence Given to Blended Learning in Advanced Level Physics Classroom: A Case Study in Matale Educational Zone

A Study on Consequence Given to Blended Learning in Advanced Level Physics Classroom: A Case Study in Matale Educational Zone

F.S.N.Mohamed

Post Graduate institute of Science, University of Peradeniya, Sri Lanka

DOI: https://doi.org/10.51244/IJRSI.2024.11110083

Received: 08 November 2024; Accepted: 22 November 2024; Published: 23 December 2024

ABSTRACT

Blended learning, a pedagogical approach combining traditional face-to-face instruction with digital and online elements. This study explores the importance given to blended learning in an advanced-level physics classroom, analyzing the implementation methods, its influence on students’ self-interest towards physics as well as the obstacles faced by students and teachers. To achieve this aim, a case study approach was conducted in the Educational Zone Matale by involving five different schools. The study employed a mixed-methods approach, gathering quantitative data on implementation and students’ self- interest and qualitative feedback on their experiences. Convenient and simple random sampling techniques were used in this survey with the sample of 334 students and twelve advanced level physics teachers. Questionnaires and interviews were used as data collection instruments. Findings reveal that, various teaching methods were used in the physics classrooms, but less preference was given to student centered methods. Further, the schools were facilitated to conduct blended learning for physics classrooms with 92% smartboard usage among technological devices, but more priority was given to traditional teaching aids such as chalk/marker and board. This preference was compounded by teacher incompetence and workload issues. Also, the student’s self-interest towards physics was in satisfactory level due to the approaches of blended learning. on the other hand, while blended learning promotes greater individual learning opportunities, challenges such as technology access, digital literacy, network connectivity, socioeconomic barriers, teacher trainings, time management, students’ irregular attendance and students’ distraction in devices affect its effectiveness. The study concludes that blended learning can significantly benefit advanced-level physics students when barriers are reduced, suggesting a need for targeted support to optimize its implementation in content-heavy subjects.

Keywords: Blended Learning, Physics, Self-interest, Obstacles, Schools

INTRODUCTION

Blended learning is a transformative approach in education, integrating face-to-face instruction with digital resources and online learning activities. In addition, it is a method that combines two distinct forms of learning, online learning, and conventional learning (Bonk and Graham, 2006). Nowadays, researchers recognize that there are advantages and drawbacks to both face-to-face, traditional learning environments and online learning environments (Mortera-Gutierrez, 2006). To focus on the benefits of the two different instructional approaches and reduce the drawbacks, researchers have started to combine mechanisms of them. As a result of this, ‘blended learning’ has arisen as a modern instructional model that can combine educational methods to achieve desired educational objectives (Sarıtepeci & Cakir, 2015). It allows the students to alternate between classroom sessions and online activities. Also it addresses diverse learning styles and paces, fostering an environment conducive to self-directed learning and greater autonomy. The teaching and learning of advanced-level physics presents unique challenges, as the subject requires not only solid conceptual understanding but also the ability to apply the abstract concepts in diverse situations.

In Sri Lankan education system, advanced level is the latter part of school education which contains two years of course study within separate five streams. Physics is the main common subject for both bio and physical science streams. According to my preplan discussion and observation of the mark’s schedules, students score lower in physics compared to other major subjects such as Biology, Chemistry, and Combined Mathematics. As a result of this, the survey research was planned to investigate the importance given to blended learning in advanced level physics classrooms. The research was conducted in the educational zone Matale as shown in Figure 1.

Figure 1: Matale district in Sri Lanka

The objectives of this study were, identifying the components of blended learning used in advanced level physics classes, assessing the influence of blended learning on students’ self- interest towards physics and finding the obstacles of using blended learning in advanced-level physics classes.  Three research questions were formulated for this study: 1. What are the components of blended learning that were used in advanced level physics classes? 2. How blended learning influences students’ self-interest towards physics? 3. What are the obstacles faced when blended learning is used in advanced-level physics classes.

METHODS

This survey research used a design of mixed methods of study. As such, both quantitative and qualitative approaches were used in the process of data collection and data analysis. Mixed methods of study were chosen because of its strength of drawing on both qualitative and quantitative research and minimizing the limitations of both approaches. The explanatory sequential design of mixed methods research was used. This design involves a two-phase data collection project in which the quantitative data was collected in the first phase, the results were analyzed and then the results were used to plan (or build on to) the second, qualitative phase. Further, this survey was conducted in the educational zone Matale. Initially a pre plan discussion was conducted with students and teachers to get their views about the teaching and learning process of physics advanced level classes.

Convenience and simple random sampling techniques were employed in this study. Five schools were selected for this survey by considering availability, accessibility, and acceptability. Two types of participants participated in the sample of this research; advanced level students and the teachers who teach physics for advanced level grades in certain schools. The sample size was 334 advanced level students and twelve physics teachers who were teaching in the same educational zone. Questionnaires and interview schedules were used as data collecting instruments for this study. The student’s questionnaire was prepared in all three mediums of instruction to explore the components of blended learning which were used in physics classrooms and the influence of blended learning on students’ self- interest towards physics learning. Further, structured interviews were conducted among ten students and five teachers to explore the obstacles of using blended learning in advanced-level physics classes and to triangulate the data. The quantitative data was analyzed using SPSS descriptive statistics and the qualitative data was subjected to thematic analysis.

RESULTS AND DISCUSSION

According to the findings, diverse methods of teaching were used in physics classrooms, but less preference was given to student center method and group discussion method.

Figure 1 shows that adequate facility of internet was available in the physics classrooms in the schools of Matale zone. Therefore, the schools have the basic facility to implement blended learning in physics classrooms. Table 3 shows various technological devices were used in physics classrooms and 92% of teachers use smart boards for physics teaching. This illustrates that the physical resources available for blended teaching and learning were satisfactory in physics classrooms in the schools.

Figure 2

Table 3

Table 4 explains, teachers were more prefer of using traditional teaching aids than technological devices while having the physical resources in an adequate status. Further, the following figure 2 shows 47% of students highly using online resources for physics learning while 29% of students were using rarely. It confirms, blended learning approach was used in physics classrooms to some extent.

Figure 3

According to the figure 3 & 4, students prefer physical classes over online classes and above finding showed that several technological devices were used in physical classes therefore it seems students like to study physics through blended learning not only using online mode. In the interview most of them mentioned that it is difficult to study and understand physics only in the online mode and they wish to study physics in physical classes with technological devices. Further, they mentioned if the smart board is used, can get a clear picture of diagrams and figures of physics and can remember the things for a long time easily and it was interesting.

Figure 4

Figure 5

Figure 5 shows 52% of students understood the physics teaching at the school, 35% of students understood in an average level and 13% of students did not understand the physics teaching at the school. Moreover, Figure 6 proves that 64% of students were interested in physics lessons, 30% of students interested in the physics lessons averagely and very less percentage of students does not like physics lessons. Also, in interview transcripts the views of the teachers were, students actively participated in physics lessons without boring when animations and video clips used for teaching and students like to see the practical demonstration videos before they do the practical in real. Therefore, understanding of physics teaching and self- interest towards physics lessons should increase more by combining technological devices into traditional teaching methods.

Figure 6

Figure 7

According to the interview transcripts of students and teachers, there were some obstacals in blended learning. It showed that,  Because of  economic, social, and personal circumstances,  all students and teachers did not have the same level of digital literacy and access to technology. Families with several children have just one laptop, making it difficult to manage remote learning. A lot of students don’t have personal smart devices and the cost of data was high. Further, teachers mentined in the interviews that, according to the vast syllabus of physics the time allocations for many units were not sufficient to plan a blended learning approaches, an increased workload in preparing and managing blended activities, trainings were not conducted regarding the blended learning methods or effective digital tool usages for physics teachers, the internet connectivity was insufficient to ensure smooth blended learning sessions, students’ attendance at school was irregular, making it difficult to conduct effective classroom teaching and students distract when they use technological devices individually during the lessons.

LIMITATION OF THE STUDY

This study was conducted as a survey research due to time constraints. If  future studies under this topic conducted in the way of experimental research including students’ achievement, that can be strengthen the findings more.The sample of research included all three mediums of the students, but it was conducted under a single educational zone including five schools with the sample size of 334 students. If this study is extended with various districts by including more schools and utilize a larger and more diverse sample, it will be much suitable for generalizing the findings to the entire country.

CONCLUSION

The current study aimed to investigate consequence given to blended learning in advanced level physics classroom at the schools of Matale Educational Zone. The result of this study show that blended learning approaches were used in the physics classroom to some extent with the facilities of resources and the capabalities of teachers. It was noticed that students preferred and interested blended learning approaches over purely online teaching modes. Also students enjoy conducting physics experiments using blended learning approaches. In the meantime obstacles in the use of blended learning approaches in the physics classrooms were identified as device accessibility, digital literacy, socioeconomic barriers, internet connectivity, teacher training, teacher workload, time constraints, students irregular attendance and students’ distraction caused by devices. Overcoming these obstacles requires a combination of resources, training, and strategic planning to make blended learning effective and inclusive.

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