Effect of Blended Learning on the Academic Performance of Secondary School Urdu Language Learners
DOI:
https://doi.org/10.70680/sanskriti.v2i2.2231Keywords:
Blended learning, Urdu Language, Artificial Intelligence, Academic AchievementAbstract
In today’s digital age, where communication technologies evolve at a rapid pace, learners are increasingly drawn to mobile devices and AI-powered tools that make education more interactive and engaging. Responding to this shift, educators are merging traditional classroom methods with digital innovations, giving rise to blended learning, face-to-face teaching, and online instruction. This study explored the impact of blended learning on ninth-grade Urdu language learners, using a true experimental pre-test–post-test design. Lessons were delivered over 30 days for the control and experimental groups. The Experimental group was taught using a carefully designed blended approach, while the control group followed conventional teaching methods. Post-intervention analysis revealed that blended learning significantly enhanced students' academic performance. The medium of instruction, parental education, and income influenced the outcomes, although gender showed no significant effect. The findings affirm the promise of blended learning in Urdu language education and advocate for continued research across diverse demographic and instructional contexts.
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