Effectiveness of Blended Teaching Approach on Students’ Achievement to Learn English: An Experimental Study

Abstract

The present study aims to investigate the effectiveness of the blended teaching approach on students’ achievement to learn the pedagogy of the English language. An experimental research strategy with a pretest-posttest equivalent groups design was used. The study sample comprised 28 B. Ed students who were randomly divided into experimental and control groups. The experimental group studied the pedagogy of the English language through a blended teaching approach, an integration of e-learning with traditional face-to-face learning, whereas the control group was instructed solely by the latter. An achievement test was administered between the two groups before and after the experimental treatment. The result of the t-test revealed statistically significant differences between the two groups in the post-achievement test, indicating that the experimental group outperformed the control group. Significant differences were also found in the mean achievement scores of the experimental group before and after the treatment, signifying the effectiveness of the blended teaching approach for learning the pedagogy of the English language.