Investigating blended learning in the high school science classroom

Blended learning combines the best practices of online learning with face-to-face learning and some research has shown it to have positive benefits for students at the postsecondary level. However, few studies have reported the use of blended learning in the high school setting. This study used quantitative methods to measure student attitudes and learning of science content in both a treatment and control group consisting of 9th grade Physical Science classes. Students in the treatment group experienced one semester of blended learning by using online science modules to supplement their in-class learning while the control group continued to have only face-to-face instruction. The findings show no significant change in student attitudes about science and also no significant difference between the groups on a posttest measuring science knowledge. However, the treatment group exposed to the blended learning approach did show significant growth in science content knowledge from pretest to posttest while the growth by the control group was not significant. Students in the treatment group were also interviewed to gather their opinions of the blended learning experience. Responses show students were engaged by the online simulations and self-paced content but participants also suggested ways to make the blended learning experience more beneficial for student learning. These implications for instruction and the design of blended learning are discussed