Blended learning in acids and bases: an alternative to science teaching for lower secondary schools

Abstract

This literature suggests that using a blended approach to learning by incorporating digital technologies may be more appealing to students than merely using digital devices. This experimental research reported in this work investigated if blended learning using a virtual learning environment improved students’ understanding of acid–base chemistry. The sample was drawn from Grade 8 students and compared the performance of students taught using formal learning and blended learning approaches. A total of 53 students from two different classes, were conveniently assigned to experimental (N = 22) and control (N = 31) groups. Data comprised pre- and post-tests of conceptual understanding, focus group interviews, examination of digital postings, student-written responses, and teacher planning diaries. Statistically significant differences were seen in the academic performance of the experimental group. The findings thus may suggest the use of a blended learning environment improves student understanding when learning acids and bases compared to the control group.