Effect Of Blended Language Learning On Academic Performance, Achievement Motivation, And Self-Efficacy Of Secondary School Students In Ferozepur District, Punjab

Abstract

This study investigated the effect of blended language learning on academic performance, achievement motivation, and self-efficacy among secondary school students in Ferozepur District, Punjab. Employing a quasi-experimental research design with pre-test and post-test methodology, the study compared outcomes between students receiving blended instruction (combining face-to-face teaching with online learning activities) and those receiving traditional instruction. The sample comprised 100 Class X students (50 boys-  25 rural & 25 urban and 50 girls-  25 rural & 25 urban) selected through multi-stage sampling from comparable schools, with 50 students assigned to the experimental group (blended learning) and 50 to the control group (traditional learning). Data were collected using three standardized instruments: an Achievement Test in English (developed by the investigator), Achievement Motivation Scale by Sharma (2014), and Self-Efficacy Scale by Singh and Narain (2014). The intervention consisted of 15 lessons taught for 35 working days, with each session lasting 35-40 minutes. Data analysis employed independent samples t-tests for comparing experimental and control groups, and Multivariate Analysis of Variance (MANOVA) for examining gender and locale differences. Findings revealed that blended learning significantly outperformed traditional instruction across all three outcome variables, with students in the experimental group demonstrating substantially higher gains in academic performance, achievement motivation, and self-efficacy. Gender analysis indicated that female students achieved significantly higher gains in academic performance and achievement motivation compared to male students, while self-efficacy development remained equivalent across genders. Locale-based analysis revealed significant differences in academic achievement favoring one geographic context, though achievement motivation and self-efficacy gains were statistically equivalent between rural and urban students. The study concludes that blended learning represents a highly effective pedagogical approach for enhancing cognitive and affective outcomes in language education, though attention must be given to gender-responsive implementation and addressing rural-urban infrastructure disparities to ensure equitable benefits across diverse student populations.