• Samina Badri
• Prof. Dr. Sr. Marry Kutty

The technical know-how and application of pedagogical strategies blending technology and teaching together, significant during the present century, demand the implementation of a Blended Learning approach in pre-service teacher education programmes. The success of the teacher education programme depends on the training provided to the student teachers according to the changing demands of the learners. It is quite accepted that there is a need for tapping the wide applicability of online learning combined with face-to-face instruction. The study aimed to investigate the effects of blended learning on pre-service teachers’ achievement in Social Science. A quasi-experimental pre-test and post-test design was used to test the hypotheses. The participants of the study were 42 preservice teachers, divided into two groups: an experimental group (n=21) and a control group (n=21). An intervention programme using the blended learning teaching strategy was developed for the experimental group. To ensure the effectiveness of the blended learning strategy, the KEMP model of instructional design, validated by many researchers was chosen. The control group was taught using the traditional method and home assignment. An academic achievement test with four components of Bloom’s taxonomy (knowledge, understanding, application and evaluation). SPSS was used to analyse the data and run a Paired t-test. The findings revealed statistically significant differences between the experimental and the control groups, in favour of the experimental group, hence confirming that blended learning is an effective innovative teaching strategy for B.Ed. classroom transactions. The study recommends the use of blended learning in higher education institutions.

blended learning, pre-service teachers, academic performance, social science

"New Opportunities in Classroom Transactions: Using Blended Learning In Pedagogy of Social Sciences", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 1, page no.d533-d543, January-2023, Available :http://www.jetir.org/papers/JETIR2301367.pdf

"New Opportunities in Classroom Transactions: Using Blended Learning In Pedagogy of Social Sciences", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 1, page no. ppd533-d543, January-2023, Available at : http://www.jetir.org/papers/JETIR2301367.pdf