Blended Learning Approach: Its Implications for Students’ Academic Performance in Physical Science

This study examines the impact of blended learning on students’ academic performance in Physical Science. Utilizing an experimental design, the research compares the achievement levels of two groups: a control group (modular learning) and an experimental group (blended learning). The document appears to determine the differences in pretest and post-test scores, as well as overall academic gains between the two learning strategies. A total of 178 Grade 12 students from Dr. Geronimo B. Zaldivar Memorial School of Fisheries, Albuera, Leyte participated in the study. The experimental group engaged in a combination of modular learning and online instructional support, while the control group relied solely on printed modules. Statistical analyses, including mean, standard deviation, and z-tests, were employed to assess differences in performance. Findings indicate that while both groups showed improvement from pretest to post-test, the blended learning group demonstrated significantly higher post-test scores and achievement gains compared to the modular learning group. The results suggest that blended learning enhances student comprehension and engagement, leading to improved academic outcomes. These findings align with previous research indicating the effectiveness of blended learning in facilitating student retention and understanding of science concepts. The study underscores the potential of blended learning as a superior instructional approach in science education.