BLENDED INSTRUCTION: EXPLORING ITS POTENTIAL FOR ENGAGING STUDENTS IN LEARNING

This work compared two methods of instructions such as blended and traditional instruction to see their influence on engagement in learning of 50 regular students of BA first semester on a course developed in psychology. The 25 students of experimental group were taught by blended instructions (70% online and 30% traditional) and 25 students of control group were taught through traditional instructions (face-to-face lecture method in a traditional classroom). The students' post-test scores on engagement in learning were examined by applying t-test to find out if there were significant differences between the experimental and control group. Findings of the study indicated blended instructions to be effective in improving engagement of students in learning than traditional instructions.