Blended Learning versus Traditional Learning: A Study on Students’ Learning Achievements and Academic Press

Abstract

The purpose of this study was to investigate the effectiveness of blended learning and traditional learning on students' learning achievements and academic press. A quasi-experiment study was conducted using a sample of 104 sophomores in a university in central China for three months. While students in the experimental group employed the blended learning approach, students in the control group employed the traditional learning approach. Students' pre- and post-tests and surveys showed that the students with the blended learning approach had a higher achievement in the pedagogy basis course than did the students with the traditional learning approach, while no significant difference was found on students' academic press between the two approaches. Further analysis showed there was a statistically significant relationship between students' learning achievements and academic press. The discussion and conclusion were included.