Explore the Effect of Blended Learning on Students Achievement in Punjabi Language writing Skills at Secondary School

Abstract

The impact of blended learning on students' proficiency in writing the Punjabi language at the university level is the primary emphasis of this research. Students' performance difference between those taught using blended learning and those taught using traditional instructional methods is observed through both pretest and posttest results. This allows the study to assess the effects of blended learning on students' academic achievement in Punjabi compared to traditional methods of instruction. This study was quasi-experimental in nature, having the pretest-posttest design. The population included all male students studying in 11th class at Govt Higher Secondary School Tatlay Aali, Gujranwala. It opted for two existing sections of the 11th class, with a strength of 140 students, as the sample for the study. 70 students were taught using the model of blended learning model whereas the other section which again accounted for 70 students, were instructed using conventional teaching methods. Data were collected through pretest and posttest assessments, analyzed using SPSS software with independent t-tests as well as a paired sample test to conduct descriptive analysis. The results revealed that statistical difference in student academic achievement was observed between the test group, which was given blended learning instruction, and the control group. Conclusion The overall study was concluded through the positive influence of the learning approach which was based on blended learning strategy in enhancing the performance of students. These findings shall be beneficial for instructors, school administrators, and decision makers who aim to enhance learning outcomes by adopting modern ways of instruction.