The effect of blended learning approach on academic achievement in 7th grade science course

The purpose of this research is to examine the effect of the science course "Interaction of Light with Matter" unit, which is taught using the Blended Learning Approach, on the academic achievement of 7th grade secondary school students. For this purpose, the sample of the study was selected from the 2022-2023 academic year II. The study consists of 34 randomly selected students studying in two different branches of a public secondary school in Kozlu district of Zonguldak province during the period. In the research, the quasi-experimental method with pre-test post-test control group, which is one of the quantitative research methods, was used. Some of the participants in the study were randomly assigned to the experimental group (n = 16) and some to the control group (n = 18). Unit-related animations and simulations from EBA and Morpa Campus applications were used during the lessons in the experimental group. After school, the teacher had the students do homework and exercises with web-supported instruction. As for the control programs, the courses were taught with the appropriate implementation of the science teaching implemented in 2022-2023. As a data collection tool, Science Achievement Test (FBBT) was applied to the experimental and control groups. The data obtained was analyzed using the SPSS 25 statistical program. A significance level of p<0.05 was accepted in interpreting the results. Non-parametric Mann Whitney U and Wilcoxon Signed Rank tests were used to analyze the main problem and sub-problems of the applied study. As a result of the study, it was concluded that the science course taught with a blended learning approach provided a positive increase in the academic achievement of the students. In this context, the use of blended learning approach in other courses is also recommended.