Enhancing Learning Outcomes: A Comparative Study of Traditional and Blended Instruction Techniques

Abstract

The pursuit of optimal instructional methodologies is continuously evolving with different experiments in higher education for better optimization. The current research study examines the effectiveness of traditional and blended instructional methods in a non-credit course taught at Bihar Agricultural University, Sabour, India during 2021–23. The study sample consisted of 140 students of PGS-505 course who were divided into two groups, with the first group receiving instruction through traditional learning methods and the second group experiencing a blended learning approach. The major objective was to determine whether using blended learning techniques could result in better learning outcomes than using traditional teaching approaches. The results from the two groups described above were compared side by side using a paired t-test. The result showed that, when compared to their peers receiving traditional instruction, learners in the blended learning group performed noticeably better in terms of learning. The outcomes of the paired t-test reflected a statistically significant difference in favour of the blended learning group (p < 0.05). This suggests that the integration of technology-mediated components and online resources within the learning process contributed positively to students’ overall understanding and mastery of the course content. The results of this research carry important implications for instructional design and pedagogical practices in non-credit courses.