Thirteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

This research was aimed at examining the impact of the blended learning approach of instruction on developmental psychology students’ academic performance. To achieve the objectives of the study, participants were chosen from both blended and traditional learning groups. Among the fifty students in the sample, those in the blended learning group (n=25) were using Moodle while those in the traditional learning group (n=25) were using conventional methods of learning. The study was conducted for two consecutive semesters in the academic year 2018. Semester final examination results and a survey questionnaire were used as the data collection instruments. The paired sample t-test results showed that there is no significant difference in students’ achievement whether using traditional learning methods or blended teaching methods. The Spearman Rho Correlation analysis showed that the relationship between content materials and student engagement is significant which is (r = 0.638, ρ = 0.00, ρ < 0.05) with medium relationship rate. The Analysis of the Friedman Test result for the third question showed that overall all the items uploaded on Moodle draw students’ interest in studying. Items that gain the highest mean rank value are YouTube and Website links.