Effects of Blended Learning Approach on English Performance of Students at Primary Level

Abstract

The objective of this quasi-experimental study was to determine the effects of blended learning on the English performance of grade 3 primary students. The students were evaluated in three areas of linguistic proficiency in English: comprehension, verb usage, and punctuation. The respondents were divided into two groups: Experimental 30 students and control 19 students from grade three. A pre-test was administered at the start of the study and a post-test after 6 weeks of teaching using blended and traditional methods, respectively. Three hypotheses and three research questions were formulated to find the effects of blended learning approach on students’ performance in English at the primary educational level. The results were analyzed using SPSS-25 and the findings showed significant improvement in the students' English skills through blended learning approach. The study recommends that advanced technological tools must be used to improve the academic performance of the learners.