Literaturnachweis - Detailanzeige
| Autor/inn/en | Suprabha, K.; Subramonian, G. |
|---|---|
| Titel | Effect of Blended Learning Strategy on Problem Solving Skill of Higher Secondary Commerce Students |
| Quelle | In: Journal on School Educational Technology, 15 (2019) 2, S.37-44 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0973-2217 |
| Schlagwörter | Blended Learning; Problem Solving; Teaching Methods; Secondary School Students; Learner Engagement; Student Satisfaction; Skill Development; Constructivism (Learning); Foreign Countries; Educational Technology; Technology Uses in Education; Business Education; India |
| Abstract | Decreasing students' satisfaction at higher secondary education context has drawn attention to the concept of student engagement in their classroom. Students' low level engagement with academic activities is considered the main reason for dissatisfaction that sometimes lead to drop out of the school. Blended learning intervention strategy that have been utilizing in higher secondary education context is an instructional solution for such problems and to improve student engagement in classroom. The objective of the study is study the effect of blended learning strategy over constructivist teaching strategy on problem solving skill of higher secondary commerce students. The study employs pretest post-test non-equivalent control group design with a sample of 40 students each in experimental group and control group. The result of the study showed that the experimental group taught through blended learning instructional strategy scored significantly more on the post-test and gain scores on problem solving skill when compared to the control group. (As Provided). |
| Anmerkungen | i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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