B-Learning Modality vs. Face to Face Modality Learning Management in English Grammar Teaching

This study reports the performance results of English grammar learning of a high school students group exposed to a b-learning modality compared to a group exposed to a face to face modality. The research approach was quantitative with a quasi-experimental design. An experimental group with 24 students was selected, as well as a control group with 26 students. The instruments used were a pre-test, a post-test, a questionnaire for the experimental group students and a field diary. The results show that the students of the group exposed to the b-learning modality made fewer mistakes in the free writing section of the post-test, confirming the practicality of applying a b-learning modality as a pedagogical strategy for the learning of English grammar.