Impact of Blended Teaching Strategy on Learning Achievement and Retention of Knowledge

Integration of advanced technological developments in education has emerged new era of digital educational world especially after pandemic where blended teaching strategy has been proved to be highly beneficial in which both traditional and technology based teaching are fused together for advanced, attractive, efficient and impactful teaching learning process. The present experimental study explored impact of blended teaching strategy on learning achievement and retention of knowledge in science for high school students of rural areas. Two randomly selected groups of students 25 in each, Experimental and control, were treated with blended and traditional teaching strategy, respectively and achievement and retention in knowledge are observed based on test scores of students after treatment. Comparison between experimental and control group is made based on Mean, Standard deviation and t- test statistical tool. The findings based on Mean and t-test depicted higher learning achievement in students of experimental group in compare to control group validating effectiveness of blended teaching. Retention of knowledge in control group found to be almost similar to post treatment however, students in experimental group expressed higher retention than post treatment achievement. For control and experimental group, retention in experimental group is found to be quite impactful than control group in maintaining knowledge for long time via increasing attraction, motivation and self-engagement towards digital tools.