A COMPARATIVE STUDY ON ATTITUDES AND EDUCATIONAL ACHIEVEMENT OF PUPIL TEACHERS TOWARD TRADITIONAL, BLENDED AND VIRTUAL LEARNING ENVIRONMENTS

DOI: https://doi.org/10.5281/zenodo.20472053

Authors:

Gangotri Yogeshwar, Dr. Jyotsana Jaiswal

Keywords:

Blended Learning, Traditional Learning, Virtual Classroom, Educational Achievement, Teacher-Students, Attitude, Comparative Study, Teaching-Learning Methods, Digital Pedagogy, Academic Performance

Abstract:

This study conducts a comparative evaluation of teacher-students' attitudes and academic performance across three instructional approaches: Traditional Learning (T.L.), Blended Learning (B.L.), and Virtual Learning (V.L.). In light of the rapid transformation in pedagogical practices following the COVID-19 pandemic, it has become essential to examine learners' preferences and achievements within these varied educational contexts. Employing a descriptive survey methodology, the research sampled teacher-students from diverse institutions. Data were obtained using standardized attitude measurement tools and academic performance records, and analzsed through ANOVA and descriptive statistical techniques. The results indicated that blended learning elicited the most favourable attitudes and highest academic performance, followed by traditional learning, while virtual learning was perceived as least effective in both dimensions. The study also explored differences based on gender and institutional affiliation, revealing only slight variations. These findings underscore the importance of integrating digital tools into traditional classroom settings to boost student engagement and learning outcomes. The study recommends improvements in digital infrastructure, enhanced teacher training, and curriculum reform to maximize the benefits of blended learning environments.

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