Effectiveness of Blended Instructional Approach in Improving Students’ Scientific Learning Outcomes: A Meta-Analysis

Abstract

This study examined the effectiveness of blended instructional approach in improving students’ scientific learning outcomes. This study employed a quantitative research design, where meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was mainly used to determine the effectiveness of previously done studies on blended instructional approaches. Using Comprehensive Meta-Analysis (CMA) software, the study extracted 53 effect sizes from 49 empirical studies from January 2016 to June 2021. The overall weighted effect size of g=1.349 suggests that the blended instructional approach has a significantly large and positive effect on students’ scientific learning outcomes. Moderator analyses showed that the blended instructional approach has the largest effect on students’ learning achievement (g=1.499) in comparison to scientific attitudes (g=0.472) and scientific process skills (g=0.277) with both small effects. Overall, the findings establish the effectiveness of blended instructional approaches in developing students’ scientific learning outcomes. Hence, science teachers must be equipped with technological and pedagogical knowledge on the effective implementation of the blended instructional approaches in science teaching.