Higher secondary school students’ attitude towards blended learning instructional strategy

Abstract

Attitude towards learning is a significant predictor of learners’ academic achievement. Though the intervention strategy targeting this variable, which indicate that student’s attitude towards learning can be enhanced by using suitable instructional strategies. Blended learning instructional strategy employed in this study could reduce the marked differences between attitude of instructional transaction, learning task, classroom interaction and assessment than with the extant of constructivist classroom instruction. The results of the study revealed that blended learning instructional strategy could enhance the attitude towards learning and resulted in learning outcomes of higher secondary school students.