UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| This study aims to explore the effectiveness of a blended learning model in teaching Chinese reading to mid-primary school students, focusing on its impact on students_ reading abilities and deep learning outcomes. Adopting a quasi-experimental design, a total of 80 fourth-grade students while two Chinese language teachers were purposively chosen for the qualitative phase. Data collection instruments included questionnaire surveys and classroom observations, which were used to compare reading performance and levels of deep learning between two student groups. Quantitative data were analyzed using SPSS version 26 through descriptive statistics. Qualitative data were gathered through semi-structured interviews to identify challenges faced by teachers and to collect suggestions for improving traditional instruction. These qualitative findings were analyzed through coding and thematic analysis. The results indicate that the blended learning model significantly improves students _ deep learning skills, particularly in collaborative learning and critical thinking, with gains ranging from 15% to 41%. However, the study also found that teachers encountered challenges in implementing this model, including limited instructional time, insufficient infrastructure, and difficulties in integrating online and offline teaching components. Despite these obstacles, the blended learning model proved to be effective in optimizing instructional structure and fostering the development of students' higher-order thinking skills. This research contributes to the growing body of literature on technology-enhanced learning and offers practical insights into how blended learning can be successfully integrated into primary school Chinese reading instruction. The findings underscore the model_s potential to support the digital transformation of basic education and serve as a feasible and effective instructional paradigm in similar educational contexts. |
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