Effect of Blended Learning Strategy on Learning Outcome in Educational Psychology of Pre-Service Teachers of B.Ed. Programme

Abstract

The key aim of this study is to investigate the effect of blended learning strategy on learning outcome in Educational Psychology of pre-service teachers of 2-year B.Ed. programme. A quasi-experimental, pretest-posttest non-equivalent control group design was employed. Only one state university located in Kolkata city was selected through simple random sampling. The sample for this study was comprised of 92 pre-service teachers available in second semester of 2-year B.Ed. programme in 2024 running under the Department of Education of that university. The two units of B.Ed. programme were assigned randomly as experimental group (N=48) and control group (N=44) respectively. For collecting the data, a learning outcome test with a reliability coefficient of 0.82 developed and standardised by the investigator was used. For analysing the data, one-way ANCOVA and 2×2 factorial design ANCOVA were applied. The findings demonstrated that the experimental group learners achieved higher learning outcome in comparison to the control group learners. Learning outcome in educational psychology of pre-service teachers was found to be independent on gender Further, findings of this study also showed that there was no significant effect of interaction between treatment and gender on learning outcome in Education Psychology, when their pre-learning outcome was considered as a covariate. Outcomes of this study can be implemented in improving the competency level of pre-service teachers in different teacher education programmes.