The The Effects of Blended Learning Management in Earth Science on Learning Achievement and Digital Skills of Grade 4 Students at Ekamai International School

Abstract

Abstract

Aim/Purpose: This study examined the impact of blended learning on science learning achievement and digital skills among Grade 4 students at Ekamai International School, Bangkok. Specifically, it aimed to determine whether there were significant differences in academic performance and digital competency before and after the intervention. By evaluating these outcomes, the study provides insights into the effectiveness of blended learning in enhancing students’ understanding of Earth Science and fostering essential digital skills. Additionally, it sought to explore how blended learning influences conceptual understanding, retention, and engagement in elementary science education. The study also examined the role of blended learning in developing students’ ability to effectively utilize digital tools for research, communication, and presentations. Furthermore, it aimed to identify best practices for implementing blended learning in elementary classrooms, offering empirical data to inform curricular design and instructional methodologies. By investigating students’ perceptions and experiences, this research evaluated the extent to which blended learning impacts motivation, self-directed learning, and overall classroom engagement. The findings of this study contribute to the growing body of knowledge on blended learning in elementary education, providing recommendations for educators and policymakers on optimizing its integration to improve student learning outcomes.

Introduction/Background: Blended learning combines traditional face-to-face instruction with online learning components, creating a flexible and interactive educational experience. This approach has gained attention for its potential to enhance student engagement, achievement, and digital competency by integrating technology into learning. In science education, where critical thinking and digital literacy are essential, blended learning offers opportunities for deeper understanding through multimedia resources, virtual simulations, and interactive activities. While research has demonstrated its benefits in secondary and higher education, its application in elementary education remains underexplored, particularly in improving digital skills and fostering student-centered learning.

Science education plays a crucial role in developing students’ problem-solving abilities and inquiry-based learning skills, yet traditional teaching methods often rely on passive instruction that may not fully engage young learners. Blended learning addresses these limitations by providing personalized instruction, self-paced learning, and technology-enhanced activities that support conceptual understanding. Despite the increasing integration of technology in education, there is limited research on how blended learning impacts elementary students' academic performance and digital literacy in Thailand. This study seeks to fill this gap by assessing the effects of blended learning in the Earth Science course for Grade 4 students at Ekamai International School, Bangkok. By examining students’ achievement and digital competency before and after the intervention, this research aimed to provide insights into the effectiveness of blended learning in elementary science education and inform best practices for its implementation.

Methodology: This study employed a quasi-experimental one-group pre-test and post-test design to assess the impact of blended learning on science learning achievement and digital skills among 20 Grade 4 students from Ekamai International School, selected through cluster random sampling. The intervention consisted of five Earth Science lessons using a flipped classroom model, spanning 40 instructional hours over ten weeks. Students engaged with online materials before participating in in-class sessions, which focused on hands-on interactive activities. Pre- and post-tests measured changes in science learning achievement and digital skills, using a standardized test and a digital competency assessment. Both instruments were validated for reliability and content accuracy. Paired t-tests were conducted to compare pre-test and post-test scores, with a significance level of p < 0.05, to determine whether blended learning significantly enhanced students' academic performance and digital literacy. The findings contribute to understanding how blended learning can support elementary science education and digital competency development.

Findings: 1. Science Learning Achievement: The results revealed a statistically significant improvement in students' post-test scores compared to their pre-test scores (p < .05). The effect size of the difference using Cohen’s d was 2.30, which is considered a large effect size. This indicates that the blended learning approach effectively enhanced their understanding of Earth Science topics.

1. Digital Skills: No statistically significant difference was observed in students' digital skills before and after the intervention (p > .05). The effect size of the difference using Cohen’s d was 0.41, which is considered a small effect size. This suggests that while the blended learning approach enriched science achievement, its impact on digital skills was not as pronounced within the study's timeframe.

Contribution/Impact on Society: This study contributes to the body of knowledge by providing empirical evidence on the efficacy of blended learning at the elementary level. The findings underscore its potential to improve academic outcomes in science education, while highlighting areas for further development in fostering digital skills. The results offer valuable insights for educators and policymakers who aim to integrate technology into early education, ensuring alignment with 21^st century learning demands.

Recommendations: 1. For Practitioners: Implement blended learning models, such as the flipped classroom, in elementary science education to enhance student engagement and achievement. Provide structured guidance to improve digital skills through targeted activities.

1. For Researchers: Explore the long-term effects of blended learning on digital skills and its application across diverse subjects and age groups. Investigate methods to optimize the integration of digital literacy components into lesson plans.

Research Limitations: This study was constrained by its small sample size (20 students), lack of a control group, and short intervention duration 40 hours). The focus on a single subject, Earth Science, and the specific setting of an international school in Bangkok limits the generalizability of findings. Additionally, the study employed only the flipped classroom model, excluding other blended learning approaches that might yield different outcomes.

Future Research: Future studies might consider:

1. Expanding sample sizes and including diverse educational settings to improve generalizability.


2. Extending intervention durations to examine long-term effects on digital skills.


3. Exploring blended learning's impact across multiple subjects and incorporating advanced digital competencies such as coding and multimedia production.


4. Comparing the flipped classroom with other blended learning models to identify the most effective approaches for elementary education.