Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Peter Kajoro

Second Advisor

Dr. Esther Kibga

Department

Institute for Educational Development, East Africa

Abstract

Blended learning is an instructional approach that combines online and face-to-face instruction to create an optimal learning environment. It is beneficial for integrated science teaching and learning to address challenges of limited resources and diverse learning styles. The main research question was how I could work with teachers of integrated science to enhance their use of the blended learning approach in the teaching and learning of integrated science. Participatory action research was employed to ensure active involvement of participants and ownership of outcomes. The research participants included one teacher and grade seven students. The reconnaissance phase established that the teacher utilized a combination of traditional lecture method and innovative approaches including experiments, YouTube videos, and online searches to teach integrated science. However, learner engagement was limited. Therefore, the intervention involved integration of digital resources like online searches, YouTube videos, and PhET simulations to enhance the teacher's use of digital devices, and foster learner engagement. Data collection methods included document analysis, interviews, observations, and focus group discussions. The findings indicated that blended learning simplified abstract science concepts, fostered learner engagement and facilitated continuous learning. From the teacher's perspective, blended learning made it easier to explain scientific concepts, leading to improved understanding among the learners. The learners reported access to a wealth of scientific information that made the learning process interactive and interesting. Therefore, adoption of the method was recommended. However, fewer computers, poor internet connectivity, and limited digital skills posed challenges during the intervention. Proposed solutions included expanding computer access, improving internet connectivity, and providing ongoing digital training for both the teacher and learners. Therefore, targeted professional development and technology support will optimize blended learning potential. Overall, the blended learning approach enriched integrated science education by enhancing the teachers’ digital skills, addressing diverse learner needs, and enhancing engagement with scientific concepts.

First Page

1

Last Page

110

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