A COMPARATIVE ANALYSIS OF BLENDED LEARNING AND CONVENTIONAL TEACHING APPROACHES IN ENHANCING READING COMPREHENSION AT THE SECONDARY SCHOOL LEVEL

Abstract

The study is not only intended to investigate the effect of blended learning on the reading comprehension of the learners but also to check the disposition of the students to the mode of instruction. The quasi-experimental type of research design was used because it needed to explore the effectiveness of blended learning (BL). Sixty Pakistani Secondary-level students were used as a sample that was divided into two groups, control and experimental. The two months that would be spent teaching the control group would be taught using the traditional teaching method and the experimental group would be taught using the blended learning strategy that included the use of conventional classroom teaching and mobile application to understand how to read comprehensively. A Reading Comprehension Test (has been conducted as pretest and posttest) and a Student Attitude Assessment Questionnaire were the instruments to gather data. The gathered quantitative data were broken down with independent sample t-tests and descriptive statistics and was executed with the help of the SPSS software. The posttest data were able to reveal that the blended learning was significantly having a positive impact on reading comprehension of the students. In addition, the responses to the questions administered showed that the students of the experimental group also formed the positive attitude towards the blended learning.