A COMPARATIVE STUDY OF BLENDED AND TRADITIONAL LEARNING ON READING COMPREHENSION AT THE SECONDARY LEVEL

Abstract

The present research aim is not merely to investigate the effects of blended learning on students’ reading comprehension but also to identify students’ attitude towards blended learning in reading comprehension. This quasi-experimental research was done to observe the effects of blended learning (BL) on reading comprehension. The participants of the study were sixty Pakistani students of secondary level who were divided into two groups i.e. control group and experimental group. The control group was taught in traditional method only for two months whereas the experimental students were given the treatment of BL in the form of a mobile phone application; Reading Comprehension along with conventional mode of instruction. The research instruments used in the stud were Reading Comprehension Test (pretest and posttest) and a Students Attitude Assessment Questionnaire. Quantitative data were analyzed with independent t-test and DESCRIPTIVES techniques using SPSS software. The findings of the posttest showed that BL had a significant positive effect on reading comprehension. Furthermore, the responses of experimental students in questionnaire showed that the school boys had positive attitudes towards BL.