BLENDED LEARNING PRACTICES OF SCIENCE TEACHERS IN THE SECONDARY SCHOOLS OF PUNJAB

Abstract

Blended learning is a combination of traditional, face-to-face learning, and e-learning. This pedagogical approach combines online (asynchronous and/or synchronous) and face-to-face contact time between teachers and students and/or between students in a course (Birbal, 2018). Science teachers throughout the world used a multiplicity of teaching strategies including blended learning approaches. They start enhancing student achievements and opportunities through blending technology in their classroom instruction. There are many challenges for both educational organizations and science teachers because of using digital technologies to train their learners for jobs and different task-related learnings. This study aimed to determine perceptions of secondary school science teachers regarding their practices of blended learning in science classrooms. Data was gathered using quantitative research techniques. The study based on the Likert scale conducted an online survey. A descriptive survey of 166 both male (n=66) and female (n=100) science teachers’ perceptions regarding blended learning practices in science classrooms was conducted. Both descriptive and inferential statistics including t-test techniques were used to analyze the collected data. The findings of this study indicate that no statistically significant differences in teachers' perceptions in both males and females about the practices of blended learning in science classrooms. The findings also showed that there was no significant difference in teacher perceptions towards integrating ICT for science teaching, especially in the group who were trained through the blended learning approach. Besides, the results of this study indicate that as diverse science teachers recognized the benefits of blended learning, teachers also showed their increased interest in the use of blended learning for effective instructional delivery. This research augments a small literature base probing the use of blended learning in science classrooms.