Developing Academic achievement using Blended Learning Activities in Technology Subject (Computer Science) of Grade 8 students

Abstract

Background and Aims: In the 21st-century digital era, Computational Thinking (CT) has become a fundamental competency. However, traditional teacher-centered instruction often fails to accommodate learner diversity, resulting in low academic achievement in Computer Science subjects. Blended Learning (BL) offers a pedagogical solution by integrating the flexibility of self-paced online learning with the collaborative benefits of face-to-face interaction. This study, therefore, aimed to: (1) develop blended learning activities for the Grade 8 Technology (Computer Science) subject concerning Computational Thinking, meeting the efficiency criterion of 80/80 (E1/E2) (2) compare students' learning achievement before and after the implementation of the developed activities; and (3) investigate student satisfaction toward the blended learning management.

Methodology: This study employed a one-group pretest-posttest design. The sample consisted of 36 Grade 8 students at Chaturapakphiman Ratchadapisek School enrolled in the second semester of the 2023 academic year, selected through cluster random sampling. The research instruments included blended learning lesson plans, a learning achievement test, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and a dependent samples t-test.

Results: The findings revealed that 1) the efficiency of the developed blended learning activities (E1/E2) was 83.80/85.80, which exceeded the established 80/80 criterion. (2) the students' post-test learning achievement was significantly higher than their pre-test scores at the .05 level of significance (p < .001) ; and (3) student satisfaction toward the blended learning activities was at the highest level ( x̅ = 4.78, S.D. = 0.09).

Conclusion: The study concludes that the developed Blended Learning model is an effective instructional innovation for Computer Science education. By strategically integrating the flexibility of online self-paced learning to address individual differences with in-class active scaffolding , the model successfully enhances both academic achievement in Computational Thinking and student satisfaction. These findings suggest that Blended Learning serves as a viable pedagogical approach for teachers to transform traditional classrooms into learner-centered environments.