Blended Learning Approach in Geography: Its Effect on Students’ Academic Achievement

Abstract

The present study investigates the effectiveness of the blended learning approach in improving academic achievement in Geography among higher secondary students. Blended learning refers to the systematic integration of traditional face-to-face instruction with digital learning resources such as multimedia presentations, educational videos, online quizzes, and virtual discussions. In recent years, the shift toward technology-enhanced learning environments has highlighted the importance of hybrid instructional models that combine classroom interaction with online support systems.

A pre-test and post-test experimental design was adopted for the study. A sample of 50 higher secondary students was selected using simple random sampling. The intervention lasted six weeks, during which Geography lessons were delivered using a blended learning model. The statistical analysis revealed a significant improvement in student performance. The mean score increased from 27.8 (pre-test) to 39.6 (post-test). A paired sample t-test indicated statistical significance (t = 8.12, p < 0.001), and Cohen’s d (2.31) showed a very large effect size.

The findings confirm that blended learning positively influences academic achievement, engagement, and conceptual understanding in Geography at the higher secondary level.