Student perceptions of using blended learning in secondary science

Australian school student participation in senior science subjects has declined over the last 20 years. A recent report from the Office of the Chief Scientist (2014) discussed the pedagogical approach of Australian science teachers as an area of concern. As blended learning is one pedagogical approach to improved student engagement, this study investigated student perceptions on the use of a blended learning approach when teaching the Australian Year 10 Earth Science curriculum. Blended learning integrates online teaching and face-to-face (classroom) teaching. The study was conducted with two Year 10 Science classes at an independent, state school in Far North Queensland, Australia. Online components were available to students using the learning management system Blackboard® as it is the preferred system supported by the state education system in Queensland. This paper reports on a mixed methods analysis comprising both quantitative and qualitative data sources to describe aspects of blended learning the Year 10 students perceived as barriers and benefits. The study also investigated students' motivation for using eLearning within a blended learning pedagogy and opportunities for improved student engagement. This study contributes to our understanding of factors affecting students' engagement in secondary science, and the results illuminate some of the key aspects of a successful blended learning approach to teaching science