research topic about blended learning

• Open access
• Published: 28 August 2024

The design, implementation, and evaluation of a blended (in-person and virtual) Clinical Competency Examination for final-year nursing students

• Rita Mojtahedzadeh 1 ,
• Tahereh Toulabi 2 , 3 &
• Aeen Mohammadi 1  

BMC Medical Education volume  24 , Article number:  936 ( 2024 ) Cite this article

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Introduction

Studies have reported different results of evaluation methods of clinical competency tests. Therefore, this study aimed to design, implement, and evaluate a blended (in-person and virtual) Competency Examination for final-year Nursing Students.

This interventional study was conducted in two semesters of 2020–2021 using an educational action research method in the nursing and midwifery faculty. Thirteen faculty members and 84 final-year nursing students were included in the study using a census method. Eight programs and related activities were designed and conducted during the examination process. Students completed the Spielberger Anxiety Inventory before the examination, and both faculty members and students completed the Acceptance and Satisfaction questionnaire.

The results of the analysis of focused group discussions and reflections indicated that the virtual CCE was not capable of adequately assessing clinical skills. Therefore, it was decided that the CCE for final-year nursing students would be conducted using a blended method. The activities required for performing the examination were designed and implemented based on action plans. Anxiety and satisfaction were also evaluated as outcomes of the study. There was no statistically significant difference in overt, covert, and overall anxiety scores between the in-person and virtual sections of the examination ( p  > 0.05). The mean (SD) acceptance and satisfaction scores for students in virtual, in-person, and blended sections were 25.49 (4.73), 27.60 (4.70), and 25.57 (4.97), respectively, out of 30 points, in which there was a significant increase in the in-person section compared to the other sections. ( p  = 0.008). The mean acceptance and satisfaction scores for faculty members were 30.31 (4.47) in the virtual, 29.86 (3.94) in the in-person, and 30.00 (4.16) out of 33 in the blended, and there was no significant difference between the three sections ( p  = 0.864).

Evaluating nursing students’ clinical competency using a blended method was implemented and solved the problem of students’ graduation. Therefore, it is suggested that the blended method be used instead of traditional in-person or entirely virtual exams in epidemics or based on conditions, facilities, and human resources. Also, the use of patient simulation, virtual reality, and the development of necessary virtual and in-person training infrastructure for students is recommended for future research. Furthermore, considering that the acceptance of traditional in-person exams among students is higher, it is necessary to develop virtual teaching strategies.

Peer Review reports

The primary mission of the nursing profession is to educate competent, capable, and qualified nurses with the necessary knowledge and skills to provide quality nursing care to preserve and improve the community’s health [ 1 ]. Clinical education is one of the most essential and fundamental components of nursing education, in which students gain clinical experience by interacting with actual patients and addressing real problems. Therefore, assessing clinical skills is very challenging. The main goal of educational evaluation is to improve, ensure, and enhance the quality of the academic program. In this regard, evaluating learners’ performance is one of the critical and sensitive aspects of the teaching and learning process. It is considered one of the fundamental elements of the educational program [ 2 ]. The study area is educational evaluation.

Various methods are used to evaluate nursing students. The Objective Structured Clinical Examination (OSCE) is a valid and reliable method for assessing clinical competence [ 1 , 2 ]. In the last twenty years, the use of OSCE has increased significantly in evaluating medical and paramedical students to overcome the limitations of traditional practical evaluation systems [ 3 , 4 ]. The advantages of this method include providing rapid feedback, uniformity for all examinees, and providing conditions close to reality. However, the time-consuming nature and the need for a lot of personnel and equipment are some disadvantages of OSCE [ 5 , 6 ]. Additionally, some studies have shown that this method is anxiety-provoking for some students and, due to time constraints, being observed by the evaluator and other factors can cause dissatisfaction among students [ 7 , 8 ].

However, some studies have also reported that this method is not only not associated with high levels of stress among students [ 9 ] but also has higher satisfaction than traditional evaluation methods [ 4 ]. In addition, during the COVID-19 pandemic, problems such as overcrowding and student quarantine during the exam have arisen. Therefore, reducing time and costs, eliminating or reducing the tiring quarantine time, optimizing the exam, utilizing all facilities for simulating the clinical environment, using innovative methods for conducting the exam, reducing stress, increasing satisfaction, and ultimately preventing the transmission of COVID-19 are significant problems that need to be further investigated.

Studies show that using virtual space as an alternative solution is strongly felt [ 10 , 11 , 12 ]. In the fall of 2009, following the outbreak of H1N1, educational classes in the United States were held virtually [ 13 ]. Also, in 2005, during Hurricane Katrina, 27 universities in the Gulf of Texas used emergency virtual education and evaluation [ 14 ].

One of the challenges faced by healthcare providers in Iran, like most countries in the world, especially during the COVID-19 outbreak, was the shortage of nursing staff [ 15 , 16 ]. Also, in evaluating and conducting CCE for final-year students and subsequent job seekers in the Clinical Skills Center, problems such as student overcrowding and the need for quarantine during the implementation of OSCE existed. This problem has been reported not only for us but also in other countries [ 17 ]. The intelligent use of technology can solve many of these problems. Therefore, almost all educational institutions have quickly started changing their policies’ paradigms to introduce online teaching and evaluation methods [ 18 , 19 ].

During the COVID-19 pandemic, for the first time, this exam was held virtually in our school. However, feedback from professors and students and the experiences of researchers have shown that the virtual exam can only partially evaluate clinical and practical skills in some stations, such as basic skills, resuscitation, and pediatrics [ 20 ].

Additionally, using OSCE in skills assessment facilitates the evaluation of psychological-motor knowledge and attitudes and helps identify strengths and weaknesses [ 21 ]. Clinical competency is a combination of theoretical knowledge and clinical skills. Therefore, using an effective blended method focusing on the quality and safety of healthcare that measures students’ clinical skills and theoretical expertise more accurately in both in-person and virtual environments is essential. The participation of students, professors, managers, education and training staff, and the Clinical Skills Center was necessary to achieve this important and inevitable goal. Therefore, the Clinical Competency Examination (CCE) for nursing students in our nursing and midwifery school was held in the form of an educational action research process to design, implement, and evaluate a blended method. Implementing this process during the COVID-19 pandemic, when it was impossible to hold an utterly in-person exam, helped improve the quality of the exam and address its limitations and weaknesses while providing the necessary evaluation for students.

The innovation of this research lies in evaluating the clinical competency of final-year nursing students using a blended method that focuses on clinical and practical aspects. In the searches conducted, only a few studies have been done on virtual exams and simulations, and a similar study using a blended method was not found.

The research investigates the scientific and clinical abilities of nursing students through the clinical competency exam. This exam, traditionally administered in person, is a crucial milestone for final-year nursing students, marking their readiness for graduation. However, the unforeseen circumstances of the COVID-19 pandemic and the resulting restrictions rendered in-person exams impractical in 2020. This necessitated a swift and significant transition to an online format, a decision that has profound implications for the future of nursing education. While the adoption of online assessment was a necessary step to ensure student graduation and address the nursing workforce shortage during the pandemic, it was not without its challenges. The accurate assessment of clinical skills, such as dressing and CPR, proved to be a significant hurdle. This underscored the urgent need for a change in the exam format, prompting a deeper exploration of innovative solutions.

To address these problems, the research was conducted collaboratively with stakeholders, considering the context and necessity for change in exam administration. Employing an Action Research (AR) approach, a blend of online and in-person exam modalities was adopted. Necessary changes were implemented through a cyclic process involving problem identification, program design, implementation, reflection, and continuous evaluation.

The research began by posing the following questions:

What are the problems of conducting the CCE for final-year nursing students during COVID-19?

How can these problems be addressed?

What are the solutions and suggestions from the involved stakeholders?

How can the CCE be designed, implemented, and evaluated?

What is the impact of exam type on student anxiety and satisfaction?

These questions guided the research in exploring the complexities of administering the CCE amidst the COVID-19 pandemic and in devising practical solutions to ensure the validity and reliability of the assessment while meeting stakeholders’ needs.

Materials and methods

Research setting, expert panel members, job analysis, and role delineation.

This action research was conducted at the Nursing and Midwifery School of Lorestan University of Medical Sciences, with a history of approximately 40 years. The school accommodates 500 undergraduate and graduate nursing students across six specialized fields, with 84 students enrolled in their final year of undergraduate studies. Additionally, the school employs 26 full-time faculty members in nursing education departments.

An expert panel was assembled, consisting of faculty members specializing in various areas, including medical-surgical nursing, psychiatric nursing, community health nursing, pediatric nursing, and intensive care nursing. The panel also included educational department managers and the examination department supervisor. Through focused group discussions, the panel identified and examined issues regarding the exam format, and members proposed various solutions. Subsequently, after analyzing the proposed solutions and drawing upon the panel members’ experiences, specific roles for each member were delineated.

Sampling and participant selection

Given the nature of the research, purposive sampling was employed, ensuring that all individuals involved in the design, implementation, and evaluation of the exam participated in this study.

The participants in this study included final-year nursing students, faculty members, clinical skills center experts, the dean of the school, the educational deputy, group managers, and the exam department head. However, in the outcome evaluation phase, 13 faculty members participated in-person and virtually (26 times), and 84 final-year nursing students enrolled in the study using a census method in two semesters of 2020–2021 completed the questionnaires, including 37 females and 47 males. In addition, three male and ten female faculty members participated in this study; of this number, 2 were instructors, and 11 were assistant professors.

Data collection tools

In order to enhance the validity and credibility of the study and thoroughly examine the results, this study utilized a triangulation method consisting of demographic information, focus group discussions, the Spielberger Anxiety Scale questionnaire, and an Acceptance and Satisfaction Questionnaire.

Demographic information

A questionnaire was used to gather demographic information from both students and faculty members. For students, this included age, gender, and place of residence, while for faculty members, it included age, gender, field of study, and employment status.

Focus group discussion

Multiple focused group discussions were conducted with the participation of professors, administrators, experts, and students. These discussions were held through various platforms such as WhatsApp Skype, and in-person meetings while adhering to health protocols. The researcher guided the talks toward the research objectives and raised fundamental questions, such as describing the strengths and weaknesses of the previous exam, determining how to conduct the CCE considering the COVID-19 situation, deciding on virtual and in-person stations, specifying the evaluation checklists for stations, and explaining the weighting and scoring of each station.

Spielberger anxiety scale questionnaire

This study used the Spielberger Anxiety Questionnaire to measure students’ overt and covert anxiety levels. This questionnaire is an internationally standardized tool known as the STAI questionnaire that measures both overt (state) and covert (trait) anxiety [ 22 ]. The state anxiety scale (Form Y-1 of STAI) comprises twenty statements that assess the individual’s feelings at the moment of responding. The trait anxiety scale (Form Y-2 of STAI) also includes twenty statements that measure individuals’ general and typical feelings. The scores of each of the two scales ranged from 20 to 80 in the current study. The reliability coefficient of the test for the apparent and hidden anxiety scales, based on Cronbach’s alpha, was confirmed to be 0.9084 and 0.9025, respectively [ 23 , 24 ]. Furthermore, in the present study, Cronbach’s alpha value for the total anxiety questionnaire, overt anxiety, and covert anxiety scales were 0.935, 0.921, and 0.760, respectively.

Acceptance and satisfaction questionnaire

The Acceptability and Satisfaction Questionnaire for Clinical Competency Test was developed by Farajpour et al. (2012). The student questionnaire consists of ten questions, and the professor questionnaire consists of eleven questions, using a four-point Likert scale. Experts have confirmed the validity of these questionnaires, and their Cronbach’s alpha coefficients have been determined to be 0.85 and 0.87 for the professor and student questionnaires, respectively [ 6 ]. In the current study, ten medical education experts also confirmed the validity of the questionnaires. Regarding internal reliability, Cronbach’s alpha coefficients for the student satisfaction questionnaire for both virtual and in-person sections were 0.76 and 0.87, respectively. The professor satisfaction questionnaires were 0.84 and 0.87, respectively. An online platform was used to collect data for the virtual exam.

Data analysis and rigor of study

Qualitative data analysis was conducted using the method proposed by Graneheim and Lundman. Additionally, the criteria established by Lincoln and Guba (1985) were employed to confirm the rigor and validity of the data, including credibility, transferability, dependability, and confirmability [ 26 ].

In this research, data synthesis was performed by combining the collected data with various tools and methods. The findings of this study were reviewed and confirmed by participants, supervisors, mentors, and experts in qualitative research, reflecting their opinions on the alignment of findings with their experiences and perspectives on clinical competence examinations. Therefore, the member check method was used to validate credibility.

Moreover, efforts were made in this study to provide a comprehensive description of the research steps, create a suitable context for implementation, assess the views of others, and ensure the transferability of the results.

Furthermore, researchers’ interest in identifying and describing problems, reflecting, designing, implementing, and evaluating clinical competence examinations, along with the engagement of stakeholders in these examinations, was ensured by the researchers’ long-term engagement of over 25 years with the environment and stakeholders, seeking their opinions and considering their ideas and views. These factors contributed to ensuring confirmability.

In this research, by reflecting the results to the participants and making revisions by the researchers, problem clarification and solution presentation, design, implementation, and evaluation of operational programs with stakeholder participation and continuous presence were attempted to prevent biases, assumptions, and research hypotheses, and to confirm dependability.

Data analysis was performed using SPSS version 21, and descriptive statistical tests (absolute and relative frequency, mean, and standard deviation) and inferential tests (paired t-test, independent t-test, and analysis of variance) were used. The significance level was set at 0.05. Parametric tests were used based on the normality of the data according to the Kolmogorov-Smirnov statistical test.

Given that conducting the CCE for final-year nursing students required the active participation of managers, faculty members, staff, and students, and to answer the research question “How can the CCE for final-year nursing students be conducted?” and achieve the research objective of “designing, implementing, and evaluating the clinical competency exam,” the action research method was employed.

The present study was conducted based on the Dickens & Watkins model. There are four primary stages (Fig.  1 ) in the cyclical action research process: reflect, plan, act, observe, and then reflect to continue through the cycle [ 27 ].

The cyclical process of action research [ 27 ]

Stage 1: Reflection

Identification of the problem.

According to the educational regulations, final semester nursing students must complete the clinical competency exam. However, due to the COVID-19 pandemic and the critical situation in most provinces, inter-city travel restrictions, and insufficient dormitory space, conducting the CCE in-person was not feasible.

This exam was conducted virtually at our institution. However, based on the reflections from experts, researchers have found that virtual exams can only partially assess clinical and practical skills in certain stations, such as basic skills, resuscitation, and pediatrics. Furthermore, utilizing Objective Structured Clinical Examination (OSCE) in skills assessment facilitates the evaluation of psychomotor skills, knowledge, and attitudes, aiding in identifying strengths and weaknesses.

P3, “Due to the COVID-19 pandemic and the critical situation in most provinces, inter-city travel restrictions, and insufficient dormitory space, conducting the CCE in-person is not feasible.”

Stage 2: Planning

Based on the reflections gathered from the participants, the exam was designed using a blended approach (combining in-person and virtual components) as per the schedule outlined in Fig.  2 . All planned activities for the blended CCE for final-year nursing students were executed over two semesters.

P5, “Taking the exam virtually might seem easier for us and the students, but in my opinion, it’s not realistic. For instance, performing wound dressing or airway management is very practical, and it’s not possible to assess students with a virtual scenario. We need to see them in person.”

P6"I believe it’s better to conduct those activities that are highly practical in person, but for those involving communication skills like report writing, professional ethics, etc., we can opt for virtual assessment.”

Design and implementation of the blended CCE

Stage 3: Act

Cce implementation steps.

The CCE was conducted based on the flowchart in Fig.  3 and the following steps:

Steps for conducting the CCE for final-year nursing students using a blended method

Step 1: Designing the framework for conducting the blended Clinical Competency Examination

The panelists were guided to design the blended exam in focused group sessions and virtual panels based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model [ 28 ]. Initially, needs assessment and opinion polling were conducted, followed by the operational planning of the exam, including the design of the blueprint table (Table  1 ), determination of station types (in-person or virtual), designing question stems in the form of scenarios, creating checklists and station procedure guides by expert panel groups based on participant analysis, and the development of exam implementation guidelines with participant input [ 27 ]. The design, execution, and evaluation were as follows:

In-person and virtual meetings with professors were held to determine the exam schedule, deadlines for submitting checklists, decision-making regarding the virtual or in-person nature of stations based on the type of skill (practical, communication), and presenting problems and solutions. Based on the decisions, primary skill stations, as well as cardiac and pediatric resuscitation stations, were held in person. In contrast, virtual stations for health, nursing ethics, nursing reports, nursing diagnosis, physical examinations, and psychiatric nursing were held.

News about the exam was communicated to students through the college website and text messages. Then, an online orientation session was held on Skype with students regarding the need assessment of pre-exam educational workshops, virtual and in-person exam standards, how to use exam software, how to conduct virtual exams, explaining the necessary infrastructure for participating in the exam by students, completing anxiety and satisfaction questionnaires, rules and regulations, how to deal with rejected individuals, and exam testing and Q&A. Additionally, a pre-exam in-person orientation session was held.

To inform students about the entire educational process, the resources and educational content recommended by the professors, including PDF files, photos and videos, instructions, and links, were shared through a virtual group on the social media messenger, and scientific information was also, questions were asked and answered through this platform.

Correspondence and necessary coordination were made with the university clinical skills center to conduct in-person workshops and exams.

Following the Test-centered approach, the Angoff Modified method [ 29 , 30 ] was used to determine the scoring criteria for each station by panelists tasked with assigning scores.

Additionally, in establishing standards for this blended CCE for fourth-year nursing students, for whom graduation was a prerequisite, the panelists, as experienced clinical educators familiar with the performance and future roles of these students and the assessment method of the blended exam, were involved [ 29 , 30 ](Table 1 ).

Step 2: Preparing the necessary infrastructure for conducting the exam

Software infrastructure.

The pre- and post-virtual exam questions, scenarios, and questionnaires were uploaded using online software.

The exam was conducted on a trial basis in multiple sessions with the participation of several faculty members, and any issues were addressed. Students were authenticated to enter the exam environment via email and personal information verification. The questions for each station were designed and entered into the software by the respective station instructors and the examination coordinator, who facilitated the exam. The questions were formatted as clinical scenarios, images, descriptive questions, and multiple-choice questions, emphasizing the clinical and practical aspects. This software had various features for administering different types of exams and various question formats, including multiple-choice, descriptive, scenario-based, image-based, video-based, matching, Excel output, and graphical and descriptive statistical analyses. It also had automatic questionnaire completion, notification emails, score addition to questionnaires, prevention of multiple answer submissions, and the ability to upload files up to 4 gigabytes. Student authentication was based on national identification numbers and student IDs, serving as user IDs and passwords. Students could enter the exam environment using their email and multi-level personal information verification. If the information did not match, individuals could not access the exam environment.

Checklists and questionnaires

A student list was prepared, and checklists for the in-person exam and anxiety and satisfaction questionnaires were reproduced.

Empowerment workshops for professors and education staff

Educational needs of faculty members and academic staff include conducting clinical competency exams using the OSCE method; simulating and evaluating OSCE exams; designing standardized questions, checklists, and scenarios; innovative approaches in clinical evaluations; designing physical spaces and setting up stations; and assessing ethics and professional commitment in clinical competency exams.

Student empowerment programs

According to the students’ needs assessment results, in-person workshops on cardiopulmonary resuscitation and airway management and online workshops were held on health, pediatrics, cardiopulmonary resuscitation, ethics, nursing diagnosis, and report writing through Skype messenger. In addition, vaccination notes, psychiatric nursing, and educational files on clinical examinations and basic skills were recorded by instructors and made available to students via virtual groups.

Step 3: CCE implementation

The CCE was held in two parts, in-person and virtual.

In-person exam

The OSCE method was used for this section of the exam. The basic skills station exam included dressing and injections, and the CPR and pediatrics stations were conducted in person. The students were divided into two groups of 21 each semester, and the exam was held in two shifts. While adhering to quarantine protocols, the students performed the procedures for seven minutes at each station, and instructors evaluated them using a checklist. An additional minute was allotted for transitioning to the next station.

Virtual exam

The professional ethics, nursing diagnosis, nursing report, health, psychiatric nursing, and physical examination stations were conducted virtually after the in-person exam. This exam was made available to students via a primary and a secondary link in a virtual space at the scheduled time. Students were first verified, and after the specified time elapsed, the ability to respond to inactive questions and submitted answers was sent. During the exam, full support was provided by the examination center.

The examination coordinator conducted the entire virtual exam process. The exam results were announced 48 h after the exam. A passing grade was considered to be a score higher than 60% in all stations. Students who failed in various stations were given the opportunity for remediation based on faculty feedback, either through additional study or participation in educational workshops. Subsequent exams were held one week apart from the initial exam. It was stipulated that students who failed in more than half of the stations would be evaluated in the following semester. If they failed in more than three sessions at a station, a decision would be made by the faculty’s educational council. However, no students met these situations.

Step 4: Evaluation

The evaluation of the exam was conducted by examiners using a checklist, and the results were announced as pass or fail.

Stage 4: Observation / evaluation

In this study, both process and outcome evaluations were conducted:

Process evaluation

All programs and activities implemented during the test design and administration process were evaluated in the process evaluation. This evaluation was based on operational program control and reflections received from participants through group discussion sessions and virtual groups.

Sample reflections received from faculty members, managers, experts, and students through group discussions and social messaging platforms after the changes:

P7: “The implementation of the blended virtual exam, in the conditions of the COVID-19 crisis where the possibility of holding in-person exams was not fully available, in my opinion, was able to improve the quality of exam administration and address the limitations and weaknesses of the exam entirely virtually.”

P5: “In my opinion, this blended method was able to better evaluate students in terms of clinical readiness for entering clinical practice.”

Outcomes evaluation

The study outcomes were student anxiety, student acceptance and satisfaction, and faculty acceptance and satisfaction. Before the start of the in-person and virtual exams, the Spielberger Anxiety Questionnaire was provided to students. Additionally, immediately after the exam, students and instructors completed the acceptance and satisfaction questionnaire for the relevant section. After the exam, students and instructors completed the acceptance and satisfaction questionnaire again for the entire exam process, including feasibility, satisfaction with its implementation, and educational impact.

Design framework and implementation for the blended Clinical Competency Examination

The exam was planned using a blended method (part in-person, part virtual) according to the Fig.  2 schedule, and all planned programs for the blended CCE for final-year nursing students were implemented in two semesters.

Evaluation results

In this study, 84 final-year nursing students participated, including 37 females (44.05%) and 47 males (55.95%). Among them, 28 (33.3%) were dormitory residents, and 56 (66.7%) were non-dormitory residents.

In this study, both process and outcome evaluations were conducted.

All programs and activities implemented during the test design and administration process were evaluated in the process evaluation (Table  2 ). This evaluation was based on operational program control and reflections received from participants through group discussion sessions and virtual groups on social media.

Anxiety and satisfaction were examined and evaluated as study outcomes, and the results are presented below.

The paired t-test results in Table  3 showed no statistically significant difference in overt anxiety ( p  = 0.56), covert anxiety ( p  = 0.13), and total anxiety scores ( p  = 0.167) between the in-person and virtual sections before the blended Clinical Competency Examination.

However, the mean (SD) of overt anxiety in persons in males and females was 49.27 (11.16) and 43.63 (13.60), respectively, and this difference was statistically significant ( p  = 0.03). Also, the mean (SD) of overt virtual anxiety in males and females was 45.70 (11.88) and 51.00 (9.51), respectively, and this difference was statistically significant ( p  = 0.03). However, there was no significant difference between males and females regarding covert anxiety in the person ( p  = 0.94) and virtual ( p  = 0.60) sections. In addition, the highest percentage of overt anxiety was apparent in the virtual section among women (15.40%) and the in-person section among men (21.28%) and was prevalent at a moderate to high level.

According to Table  4 , One-way analysis of variance showed a significant difference between the virtual, in-person, and blended sections in terms of acceptance and satisfaction scores.

The results of the One-way analysis of variance showed that the mean (SD) acceptance and satisfaction scores of nursing students of the CCE in virtual, in-person, and blended sections were 25.49 (4.73), 27.60 (4.70), and 25.57 (4.97) out of 30, respectively. There was a significant difference between the three sections ( p  = 0.008).

In addition, 3 (7.23%) male and 10 (76.3%) female faculty members participated in this study; of this number, 2 (15.38%) were instructors, and 11 (84.62%) were assistant professors. Moreover, they were between 29 and 50 years old, with a mean (SD) of 41.37 (6.27). Furthermore, they had 4 to 20 years of work experience with a mean and standard deviation of 13.22(4.43).

The results of the analysis of variance showed that the mean (SD) acceptance and satisfaction scores of faculty members of the CCE in virtual, in-person, and blended sections were 30.31 (4.47), 29.86 (3.94), and 30.00 (4.16) out of 33, respectively. There was no significant difference between the three sections ( p  = 0.864).

This action research study showed that the blended CCE for nursing students is feasible and, depending on the conditions and objectives, evaluation stations can be designed and implemented virtually or in person.

The blended exam, combining in-person and virtual elements, managed to address some of the weaknesses of entirely virtual exams conducted in previous terms due to the COVID-19 pandemic. Given the pandemic conditions, the possibility of performing all in-person stations was not feasible due to the risk of students and evaluators contracting the virus, as well as the need for prolonged quarantine. Additionally, to meet the staffing needs of hospitals, nursing students needed to graduate. By implementing the blended exam idea and conducting in-person evaluations at clinical stations, the assessment of nursing students’ clinical competence was brought closer to reality compared to the entirely virtual method.

Furthermore, the need for human resources, station setup costs, and time spent was less than the entirely in-person method. Therefore, in pandemics or conditions where sufficient financial resources and human resources are not available, the blended approach can be utilized.

Additionally, the evaluation results showed that students’ total and overt anxiety in both virtual and in-person sections of the blended CCE did not differ significantly. However, the overt anxiety of female students in the virtual section and male students in the in-person section was considerably higher. Nevertheless, students’ covert anxiety related to personal characteristics did not differ in virtual and in-person exam sections. However, students’ acceptance and satisfaction in the in-person section were higher than in the virtual and blended sections, with a significant difference. The acceptance and satisfaction of faculty members from the CCE in in-person, virtual, and blended sections were the same and relatively high.

A blended CCE nursing competency exam was not found in the literature review. However, recent studies, especially during the COVID-19 pandemic, have designed and implemented this exam using virtual OSCE. Previously, the CCE was held in-person or through traditional OSCE methods.

During the COVID-19 pandemic, nursing schools worldwide faced difficulties administering clinical competency exams for students. The virtual simulation was used to evaluate clinical competency and develop nursing students’ clinical skills in the United States, including standard videos, home videos, and clinical scenarios. Additionally, an online virtual simulation program was designed to assess the clinical competency of senior nursing students in Hong Kong as a potential alternative to traditional clinical training [ 31 ].

A traditional in-person OSCE was also redesigned and developed through a virtual conferencing platform for nursing students at the University of Texas Medical Branch in Galveston. Survey findings showed that most professors and students considered virtual OSCE a highly effective tool for evaluating communication skills, obtaining a medical history, making differential diagnoses, and managing patients. However, professors noted that evaluating examination techniques in a virtual environment is challenging [ 32 ].

However, Biranvand reported that less than half of the nursing students believed the in-person OSCE was stressful [ 33 ]. At the same time, the results of another study showed that 96.2% of nursing students perceived the exam as anxiety-provoking [ 1 ]. Students believe that the stress of this exam is primarily related to exam time, complexity, and the execution of techniques, as well as confusion about exam methods [ 7 ]. In contrast to previous research results, in a study conducted in Egypt, 75% of students reported that the OSCE method has less stress than other examination methods [ 9 ]. However, there has yet to be a consensus across studies on the causes and extent of anxiety-provoking in the OSCE exam. In a study, the researchers found that in addition to the factors mentioned above, the evaluator’s presence could also be a cause of stress [ 34 ]. Another survey study showed that students perceived the OSCE method as more stressful than the traditional method, mainly due to the large number of stations, exam items, and time constraints [ 7 ]. Another study in Egypt, which designed two stages of the OSCE exam for 75 nursing students, found that 65.6% of students reported that the second stage exam was stressful due to the problem-solving station. In contrast, only 38.9% of participants considered the first-stage exam stressful [ 35 ]. Given that various studies have reported anxiety as one of the disadvantages of the OSCE exam, in this study, one of the outcomes evaluated was the anxiety of final-year nursing students. There was no significant difference in total anxiety and overt anxiety between students in the in-person and virtual sections of the blended Clinical Competency Examination. The overt anxiety was higher in male students in the in-person part and female students in the virtual section, which may be due to their personality traits, but further research is needed to confirm this. Moreover, since students’ total and overt anxiety in the in-person and virtual sections of the exam are the same in resource and workforce shortages or pandemics, the blended CCE is suggested as a suitable alternative to the traditional OSCE test. However, for generalization of the results, it is recommended that future studies consider three intervention groups, where all OSCE stations are conducted virtually in the first group, in-person in the second group, and a blend of in-person and virtual in the third group. Furthermore, the results of the study by Rafati et al. showed that the use of the OSCE clinical competency exam using the OSCE method is acceptable, valid, and reliable for assessing nursing skills, as 50% of the students were delighted, and 34.6% were relatively satisfied with the OSCE clinical competency exam. Additionally, 57.7% of the students believed the exam revealed learning weaknesses [ 1 ]. Another survey study showed that despite higher anxiety about the OSCE exam, students thought that this exam provides equal opportunities for everyone, is less complicated than the traditional method, and encourages the active participation of students [ 7 ]. In another study on maternal and infant care, 95% of the students believed the traditional exam only evaluates memory or practical skills. In contrast, the OSCE exam assesses knowledge, understanding, cognitive and analytical skills, communication, and emotional skills. They believed that explicit evaluation goals, appropriate implementation guidelines, appropriate scheduling, wearing uniforms, equipping the workroom, evaluating many skills, and providing fast feedback are among the advantages of this exam [ 36 ]. Moreover, in a survey study, most students were satisfied with the clinical environment offered by the OSCE CCE using the OSCE method, which is close to reality and involves a hypothetical patient in necessary situations that increase work safety. On the other hand, factors such as the scheduling of stations and time constraints have led to dissatisfaction among students [ 37 ].

Furthermore, another study showed that virtual simulations effectively improve students’ skills in tracheostomy suctioning, triage concepts, evaluation, life-saving interventions, clinical reasoning skills, clinical judgment skills, intravenous catheterization skills, role-based nursing care, individual readiness, critical thinking, reducing anxiety levels, and increasing confidence in the laboratory, clinical nursing education, interactive communication, and health evaluation skills. In addition to knowledge and skills, new findings indicate that virtual simulations can increase confidence, change attitudes and behaviors, and be an innovative, flexible, and hopeful approach for new nurses and nursing students [ 38 ].

Various studies have evaluated the satisfaction of students and faculty members with the OSCE Clinical Competency Examination. In this study, one of the evaluated outcomes was the acceptability and satisfaction of students and faculty members with implementing the CCE in blended, virtual, and in-person sections, which was relatively high and consistent with other studies. One crucial factor that influenced the satisfaction of this study was the provision of virtual justification sessions for students and coordination sessions with faculty members. Social messaging groups were formed through virtual and in-person communication, instructions were explained, expectations and tasks were clarified, and questions were answered. Students and faculty members could access the required information with minimal presence in medical education centers and time and cost constraints. Moreover, with the blended evaluation, the researcher’s communication with participants was more accessible. The written guidelines and uploaded educational content of the workshops enabled students to save the desired topics and review them later if needed. Students had easy access to scientific and up-to-date information, and the application of social messengers and Skype allowed for sending photos and videos, conducting workshops, and questions and answering questions. However, the clinical workshops and examinations were held in-person to ensure accuracy. The virtual part of the examination was conducted through online software, and questions focused on each station’s clinical and practical aspects. Students answered various questions, including multiple-choice, descriptive, scenario, picture, and puzzle questions, within a specified time. The blended examination evaluated clinical competency and did not delay these individuals’ entry into the job market. Moreover, during the severe human resource shortage faced by the healthcare system, the examination allowed several nurses to enter the country’s healthcare system. The blended examination can substitute in-person examination in pandemic and non-pandemic situations, saving facilities, equipment, and human resources. The results of this study can also serve as a model to guide other nursing departments that require appropriate planning and arrangements for Conducting Clinical Competency Examinations in blended formats. This examination can also be developed to evaluate students’ clinical performance.

One of the practical limitations of the study was the possibility that participants might need to complete the questionnaires accurately or be concerned about losing marks. Therefore, in a virtual session before the in-person exam, the objectives and importance of the study were explained. Participants were assured that it would not affect their evaluation and that they should not worry about losing marks. Additionally, active participation from all nursing students, faculty members, and staff was necessary for implementing this plan, achieved through prior coordination, virtual meetings, virtual group formation, and continuous reflection of results, creating the motivation for continued collaboration and participation.

Among other limitations of this study included the use of the Spielberger Anxiety Questionnaire to measure students’ anxiety. It is suggested that future studies use a dedicated anxiety questionnaire designed explicitly for pre-exam anxiety measurement. Another limitation of the current research was its implementation in nursing and midwifery faculty. Therefore, it is recommended that similar studies be conducted in nursing and midwifery faculties of other universities, as well as in related fields, and over multiple consecutive semesters. Additionally, for more precise effectiveness assessment, intervention studies in three separate virtual, in-person, and hybrid groups using electronic checklists are proposed. Furthermore, it is recommended that students be evaluated in terms of other dimensions and variables such as awareness, clinical skill acquisition, self-confidence, and self-efficacy.

Conducting in-person Clinical Competency Examination (CCE) during critical situations, such as the COVID-19 pandemic, is challenging. Instead of virtual exams, blended evaluation is a feasible approach to overcome the shortages of virtual ones and closely mimic in-person scenarios. Using a blended method in pandemics or resource shortages, it is possible to design, implement, and evaluate stations that evaluate basic and advanced clinical skills in in-person section, as well as stations that focus on communication, reporting, nursing diagnosis, professional ethics, mental health, and community health based on scenarios in a virtual section, and replace traditional OSCE exams. Furthermore, the use of patient simulators, virtual reality, virtual practice, and the development of virtual and in-person training infrastructure to improve the quality of clinical education and evaluation and obtain the necessary clinical competencies for students is recommended. Also, since few studies have been conducted using the blended method, it is suggested that future research be conducted in three intervention groups, over longer semesters, based on clinical evaluation models and influential on other outcomes such as awareness and clinical skill acquisition self-efficacy, confidence, obtained grades, and estimation of material and human resources costs. This approach reduced the need for physical space for in-person exams, ensuring participant quarantine and health safety with higher quality. Additionally, a more accurate assessment of nursing students’ practical abilities was achieved compared to a solely virtual exam.

Data availability

The datasets generated and analyzed during the current study are available on request from the corresponding author.

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Acknowledgements

We want to thank the Research and Technology deputy of Smart University of Medical Sciences, Tehran, Iran, the faculty members, staff, and officials of the School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran, and all individuals who participated in this study.

All steps of the study, including study design and data collection, analysis, interpretation, and manuscript drafting, were supported by the Deputy of Research of Smart University of Medical Sciences.

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RM. Participating in study design, accrual of study participants, review of the manuscript, and critical revisions for important intellectual content. TT : The investigator; participated in study design, data collection, accrual of study participants, and writing and reviewing the manuscript. AM: Participating in study design, data analysis, accrual of study participants, and reviewing the manuscript. All authors read and approved the final version of the manuscript.

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This action research was conducted following the participatory method. All methods were performed according to the relevant guidelines and regulations in the Declaration of Helsinki (ethics approval and consent to participate). The study’s aims and procedures were explained to all participants, and necessary assurance was given to them for the anonymity and confidentiality of their information. The results were continuously provided as feedback to the participants. Informed consent (explaining the goals and methods of the study) was obtained from participants. The Smart University of Medical Sciences Ethics Committee approved the study protocol (IR.VUMS.REC.1400.011).

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Mojtahedzadeh, R., Toulabi, T. & Mohammadi, A. The design, implementation, and evaluation of a blended (in-person and virtual) Clinical Competency Examination for final-year nursing students. BMC Med Educ 24 , 936 (2024). https://doi.org/10.1186/s12909-024-05935-9

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Empirical research on ai technology-supported precision teaching in high school science subjects, 1. introduction, 1.1. development and application of precision teaching, 1.2. the present study, 2. precision teaching model supported by ai technology.

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2.1. Teachers and Parents: Precision Teaching and Precision Intervention Supported by Formative Assessment

2.1.1. learning preview, 2.1.2. classroom interaction, 2.1.3. learning report, 2.1.4. stage report, 2.2. students: personalized learning and individual development supported by intelligent technology systems, 2.2.1. pre-class study, 2.2.2. homework, 2.2.3. practice, 2.2.4. exams, 2.2.5. error logbook, 2.3. examples of pedagogical models in use, 3.1. procedure and sample, 3.2. measures, 3.2.1. midterm examination papers, 3.2.2. self-directed learning report, 3.2.3. teacher emotional attitude survey questionnaire ( questionnaire s1 ), 3.3. data analysis, 4.1. results of t-test, 4.2. results of regression analysis, 4.3. results of correlation analysis, 4.4. results of descriptive analysis, 5. discussion, 5.1. measures 1 and 2, 5.2. measure 3, 5.3. limitations for research, 6. conclusions, supplementary materials, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Share and Cite

Hao, M.; Wang, Y.; Peng, J. Empirical Research on AI Technology-Supported Precision Teaching in High School Science Subjects. Appl. Sci. 2024 , 14 , 7544. https://doi.org/10.3390/app14177544

Hao M, Wang Y, Peng J. Empirical Research on AI Technology-Supported Precision Teaching in High School Science Subjects. Applied Sciences . 2024; 14(17):7544. https://doi.org/10.3390/app14177544

Hao, Miaomiao, Yi Wang, and Jun Peng. 2024. "Empirical Research on AI Technology-Supported Precision Teaching in High School Science Subjects" Applied Sciences 14, no. 17: 7544. https://doi.org/10.3390/app14177544

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Ethics of Psychological Research

• Animal Research
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Psychological Research

August 2023

This nine-hour course explores basic ethical concerns associated with scientific research, using specific historical examples to illustrate key issues. It begins by exploring the purposes served by codes of research ethics, highlighting their role in guiding researchers towards responsible conduct. A comprehensive account of the five general Ethical Principles and ten Ethical Standards of the American Psychological Association’s Ethics Code establishes a foundation for the course, particularly focusing on the specific elements of the APA code that apply to researchers, such as the operations of Institutional Review Boards and Institutional Animal Care and Use Committees, which play crucial roles in overseeing research involving human and nonhuman subjects.

The course emphasizes the protections offered by ethics codes for human participants, ensuring their safety and well-being throughout the research process. Ethical considerations in planning research studies using nonhuman animals are also thoroughly examined, with a focus on the importance of the three Rs (Replacement, Reduction, and Refinement) in animal research.

Students will explore the implications of WEIRD (Western, Educated, Industrialized, Rich, and Democratic) participants being overrepresented in psychological research, and how this affects the generalizability of findings. The course addresses problems in analysis and interpretation of results like p-hacking and HARKing (Hypothesizing After the Results are Known), explaining how replication and preregistration can mitigate these issues.

Real-life examples of ethical violations are used to apply theoretical knowledge, helping students identify the consequences of different types of fraud in research. Through this comprehensive exploration, students will be equipped with the knowledge and skills to conduct ethical research in psychology.

Learning objectives

• Illustrate the history of ethical concerns about scientific research using specific examples.
• Describe purposes served by codes of research ethics.
• Explain the five general Ethical Principles of the APA Ethics Code.
• Describe the issues addressed by the APA Ethical Standards that apply to researchers.
• Explain how IRBs and IACUCs operate.
• Outline the major ethical considerations in planning a research study using nonhuman animals.
• Explain the importance of the three Rs in animal research.
• Explain the protections ethics codes offer for human participants in research.
• Describe the implications of WEIRD participants being overrepresented in psychological research.
• Apply your knowledge of ethical violations with real-life research.
• Identify the consequences of the different types of fraud in research.
• Explain how replication and preregistration address the problems of p-hacking and HARKing.

This program does not offer CE credit.

More in this series

Introduces applying statistical methods effectively in psychology or related fields for undergraduates, high school students, and professionals.

August 2023 On Demand Training

Introduces the scientific research process and concepts such as the nature of variables for undergraduates, high school students, and professionals.

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Guide to Hosting a Naloxone Demonstration

Introduction: knowing about naloxone matters — this guide can help.

Naloxone is a medicine that can save lives when someone is experiencing an overdose — if someone is nearby and has it on hand. Anyone, including teens, can carry naloxone and administer it to someone experiencing an overdose.

This guide is intended to help people host a naloxone demonstration. A naloxone demonstration can work well as part of a hosted National Drug and Alcohol Facts Week ® (NDAFW) event, as an overdose awareness educational opportunity, or as a supplement to an established curriculum.

Knowledge Check: Overdoses and Opioid Overdose Reversal Medications 101

Naloxone and nalmefene are two FDA-approved medicines that rapidly reverse an overdose from opioids. This is especially important because the potent, synthetic opioid fentanyl is often found in illicit drugs, including cocaine, methamphetamines, and pills that are made to resemble prescription medications. 

Knowing how to recognize and respond to an overdose, including the use of naloxone or nalmefene when available, has the potential to save a life. Both medications are available in a nasal spray version, but nalmefene requires a prescription, whereas naloxone is more widely available over the counter without a prescription.

• Prevent Overdose: Empowering Youth to Save Lives [20MB PPT]
• Overdose Reversal Medications (National Institute on Drug Abuse)
• Lifesaving Naloxone (Centers for Disease Control and Prevention page)
• Naloxone (Substance Abuse and Mental Health Services Administration page)

Staging an Event to Demonstrate How to Use Naloxone

A naloxone demonstration event can be tailored to fit the needs of your audience and community. While specialized training is not required to obtain or use naloxone, learning more about this potentially lifesaving medicine and how to use it can help improve readiness and confidence in responding to someone who may be experiencing an overdose.

Virtual On-Demand Learning Options

If in-person trainings are difficult to organize, use or adapt these videos, online guides, and modules.

• How to Use Naloxone Nasal Spray video from the Centers for Disease Control and Prevention
• Opioid Overdose Prevention and Response toolkit from the Substance Abuse and Mental Health Services Administration
• Bystander demonstration training modules from GetNaloxoneNow
• Opioid Overdose Basics training guide from the National Harm Reduction Coalition
• Opioid Education for Nonclinical Staff and Lay Responders video from the American Heart Association
• Naloxone Education for School Nurses toolkit from the National Association of School Nurses (free, but does require an account creation/login)

Interactive Learning Options

If you prefer to organize an in-person event, you can use the above materials and/or reach out to your local or state public health departments,* health professionals, local clinics, or other state agencies working in substance use prevention to determine if they can offer in-person or virtual training opportunities that can be incorporated at your event.

*Please note, not all state or local health departments will have this type of hands-on training available.

What to Expect From a Naloxone Training

The overall format and delivery of an interactive naloxone training may vary, but in a typical demonstration, you may see the following content covered as part of the training:

• How to recognize signs and symptoms of an overdose
• Response protocols when an overdose is suspected
• How to administer naloxone, possibly demonstrated on a mannequin
• The importance of contacting emergency medical services
• Support finding treatment services
• Drug use prevention
• Other topics that are relevant to your community (e.g., current data/trends, local laws)

Exercise: Sample Discussion Questions

After the demonstration, video screening, or lesson, these discussion questions can help facilitate a reflective conversation: 

• What surprised you most about this activity? What is something that you know now that you didn’t know before about drug overdoses and/or naloxone?
• Follow-up: If someone does not feel prepared to respond, consider re-reviewing the overdose response process, spending additional time on any areas of concern or confusion.
• What would make you feel empowered to intervene if someone is possibly experiencing an opioid overdose?
• When might it make sense for you to carry naloxone?
• Who is one person in your life you would want to share this information with?

Download these valuable resources to support your educational efforts in the classroom or community:

• Guide to Hosting a Naloxone Demonstration [ Word, 38KB ] [ PDF, 210KB ]
• Preventing Overdose: Empowering Youth to Save Lives presentation [ PPT, 20MB ] [ PDF, 3MB ]

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Preventing car battery fires with help from machine learning

As global demand for electric vehicles increase, as does the need for advanced safety measures in lithium-ion batteries.

One of the most critical safety concerns for electric vehicles is keeping their batteries cool, as temperature spikes can lead to dangerous consequences.

New research led by a University of Arizona doctoral student proposes a way to predict and prevent temperature spikes in the lithium-ion batteries commonly used to power such vehicles. 

Basab Goswami

The paper  " Advancing Battery Safety ," led by College of Engineering doctoral student Basab Goswami ,   is published in the Journal of Power Sources. 

With the support of $599,808 from the Department of Defense, Goswami and his adviser, aerospace and mechanical engineering professor and project principal investigator Vitaliy Yurkiv , developed a framework that uses multiphysics and machine learning models to sense, predict and identify lithium-ion battery overheating, known as thermal runaway.  

In the future, this framework could be integrated into an electric vehicle's battery management system to stop a battery from overheating, thereby protecting drivers and passengers, Goswami said. 

"We need to move to green energy," Goswami said, "but there are safety concerns associated with lithium-ion batteries." 

Using the past to predict the future  

Thermal runaway can be extremely dangerous and difficult to predict. 

"The temperature in a battery will escalate in an exponential manner and it will cause fire," Goswami said. 

An electric vehicle battery pack is comprised of closely connected battery "cells." Today's electric vehicles can have more than 1,000 cells in each battery pack.  

If thermal runaway occurs in one cell, nearby cells are highly likely to heat, too, creating a domino effect. If that happens, the entire battery pack of the electric vehicle could explode, Goswami said. 

Vitaliy Yurkiv

To prevent this, the researchers propose using thermal sensors – wrapped around battery cells – that feed historical temperature data into a machine learning algorithm to predict future temperatures. The algorithm predicts when and where a runaway event is likely to start. 

"If we know the location of the hotspot (the beginning of thermal runaway), we can have some solutions to stop the battery before it reaches that critical stage," Goswami said. 

Yurkiv said he was impressed by the accuracy of Goswami's algorithm. Prior to his research, machine learning models had not been used to predict thermal runaway. 

"We didn't expect that machine learning would be so superior to predict thermocouple temperature and location of hotspots so precisely," Yurkiv said. "No human would ever be able to do that."  

The research builds on a paper Goswami and Yurkiv published in January investigating the use of thermal imaging to predict runaway, which would require heavy imaging equipment constantly taking photos for review. That research was made possible by a $353,358 grant from the National Science Foundation. 

The solution Goswami and Yurkiv identify in their latest paper is lighter and more cost-effective. 

Meeting a global demand  

Goswami's research was published at an important point in American car manufacturing history. In July, the same month the paper was published, the Biden administration announced a $1.7 billion investment in electric vehicle manufacturing across eight states. In 2023, global electric vehicle sales increased 35% from 2022. 

As demand rises, safety measures are essential to the electric vehicle movement, Goswami said. 

"Many people are still hesitant to embrace batteries due to various safety concerns," he said. "To gain widespread acceptance, it's crucial for the public to know that ongoing research is actively addressing these critical safety issues."

Resources for the Media

Alexandra Pere College of Engineering [email protected] 504-214-9459

Vitaliy Yurkiv Department of Aerospace and Mechanical Engineering [email protected]

By the numbers: 12 things to know about Arizona's move to the Big 12

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A focus on students, stability and the power of research: Garimella prepares for 'awesome responsibility' as next U of A president

Going for gold: U of A's Delaney Schnell among several Wildcats heading to Paris Olympics

University of arizona in the news.

KOLD Tuesday New things at the University of Arizona for the new school year

The Arizona Republic Tuesday Josh Wheeler representing University of Arizona adaptive athletics at Paralympics

Arizona Daily Star Monday Record number of first-year students help U of A launch fall semester

Scientific American Monday Ultrasound brain stimulation boosts mindfulness

Earth.com Monday Animals with high body temperatures often become herbivores

Blended Learning Research: The Seven Studies You Need to Know

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One of the biggest complaints about blended learning is that educators don’t know if it really has a positive impact on student achievement, and if so, under what circumstances.

But in the last few years, a handful of studies have come out concluding that some programs show at least modest gains using blended learning techniques and tools. In a new Education Week report “ Blended Learning: Breaking Down Barriers ,” released today, my colleague Sarah Sparks takes a look at the current state of research on blended learning .

Sarah notes that meaningful studies of blended learning are only slowly beginning to accumulate, after years in which educators felt they were operating in the dark in terms of what instructional techniques and software show signs of working.

Efforts to interpret the research on blended learning are complicated by a number of factors. Blended learning programs are often implemented in very different ways, under different conditions; many studies don’t use a standard definition of what blended learning encompasses; and technology evolves so quickly that research can focus on a digital tool or system that is outmoded within a few years.

If studies find no impact or only modest gains for students using blended learning programs, that doesn’t “really compel dramatic reconsideration of our practices,” noted Justin Reich, a fellow at Harvard University’s Berkman Center for Internet and Society and the author of the EdTech Researcher blog .

What Works in Education?

Julia F. Freeland, a research fellow at the Clayton Christensen Institute for Disruptive Innovation , a San Mateo, Calif.-based think tank that studies blended learning, said one of the biggest limitations in the research on “what works in education” is that it focuses on average students.

The whole power of blended learning, by contrast, lies in its ability to personalize education to meet individual students’ needs. “When we rely on research for a thumbs-up or a thumbs-down, we don’t actually research what educators and administrators really need to know,” she said. “We don’t need more studies that say, ‘On average we see modest gains.’ That doesn’t help me as a teacher see whether those modest gains could occur for my students.”

Despite all the barriers standing in the way, educators will find a number of studies of individual blended learning program and strategies that can help guide their work. A few highlights from that body of research:

• “ Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies ,” conducted by SRI International for the U.S. Department of Education in 2010. This is the granddaddy of blended learning studies and the one most commonly cited when it comes to such programs. This analysis looks at studies of blended learning from 1996 through 2006 and ultimately finds that students in blended learning classes outperformed those in fully online or fully in-person classes. However, most of the studies examined involve college students or adult professional students, not K-12 learners.
• “ Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education ,” from the International Association for K-12 Online Learning, or iNACOL, in 2013. This study provides an overview of the literature on blended learning for the previous few years, looking at definitions of the term, models and strategies, tools for personalization, designs of blended learning systems, and standards for competency education.
• “Blended Learning Report , ” from the Michael & Susan Dell Foundation, conducted by SRI International and released in 2014. The report looks at 13 low-income charter schools using a rotation model of blended learning. Researchers found consistency among how the schools implemented the model. The report examined teacher satisfaction, student productivity, and the use of data to inform instruction.
• “ Personalized Instruction: New Interest, Old Rhetoric, limited results and the need for a new direction for computer-mediated learning ,” from the National Education Policy Center, released in 2013. This critical look at various studies declares personalized instruction to yield modest educational improvements at best, and in some cases none at all . It includes strategies for effective personalized learning and says a combination of tech-based and person-to-person instruction shows the greatest potential academic benefits.
• “ Does an Algebra Course with Tutoring Software Improve Student Learning? ” by the RAND Corp., funded by the U.S. Department of Education and released in 2013. Researchers looked at whether popular algebra blended-learning program Cognitive Tutor Algebra I improved math performance. The two-year study found no significant results in the first year, but in the second year high school students using the program improved their performance by 8 percentile points , which researchers equated to a doubling of the amount of math learning a student achieves during a year of high school.
• “ Evaluation of the MIND Research Institute’s Spatial-Temporal Math (ST Math) Program in California ,” done by WestEd in 2014. The report looked at the game-based, blended learning math instruction program being used in California elementary schools and concluded that it improved students’ math scores significantly —when fully implemented—on state tests, compared with students not using the program.
• “ Supporting Student Success Through Time and Technology ,” from the National Center on Time & Learning, released in earlier this year. This guide for educators and districts highlights six schools pairing blended learning and extended learning , meaning a longer school day for students. Case studies highlight the technology used in the schools, the instructional models in place, and the software that’s been effective.

Sarah’s story on blended learning research is just one of many articles in the special report. Other stories focus on creative ways districts are bringing Internet connectivity to students outside of school , and how school spaces are being redesigned to encourage and take advantage of technology. Another story looks at how school librarians in some districts are becoming digital mentors.

There’s a piece profiling an Ohio school district’s creation of a laboratory to study teachers’ experimentation with technology. And Digital Education blogger Ben Herold looks at the debate over whether centralized district purchasing , or school autonomy , works best when it comes to buying blended learning software .

Photo: Adult observers, behind a two-way mirror, watch teachers working with students using technology in the Catalyst laboratory in Mentor, Ohio. The district uses the laboratory to allow teachers to experiment with blended learning strategies, under the observation of peers, with the goal of refining educators’ instructional strategies.

• Research Uneven, Tough to Interpret
• Behind a Looking Glass: Teachers Help Peers in Technology
• District Establishes Wi-Fi in Public Housing
• Ed-Tech Math Program Boosts Elementary Student Achievement
• Educators, Researchers Look for Lessons in Blended-Learning Algebra Program
• Caution Urged on Personalized Learning with Ed Tech

A version of this news article first appeared in the Digital Education blog.

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The effects of blended learning on students in higher education

More and more educators have begun to notice the potential benefits of online resources on student learning outcomes. With the help of online learning materials, modern-day teaching can access a range of excellent resources that could transform traditional classroom learning.

Many organizations are looking into a blended learning approach for students, integrating online resources with face-to-face teaching. As a new approach to teaching and learning, many organizations are only just starting to understand the benefits of blended learning. This article will look into the effects of blended learning on students within higher education.  

What is blended learning?  

Put simply, blended learning is a learning approach that combines interactive online resources with traditional, in-person education. In higher education, this new learning environment has led to the emergence of webinars and e-learning methods.

In higher education, blended learning has had a recent surge in popularity, with lecture theatres and classrooms closed as a result of the COVID-19 pandemic. During this time, organizations implemented online learning facilities but are now looking to return with a hybrid approach such as blended learning to allow students to study both on and off campus.

For a blended learning approach to work properly and to get the best learning outcomes, both online learning and teacher-led learning must work together to create a consistent learner experience.

Effects of blended learning on students  

While blended learning may offer a temporary solution as the COVID-19 pandemic begins to ease and students start returning to campus to complete their course, it also provides a number of benefits as a long-term solution. Blended learning can have both positive and negative effects for a learner within higher education, both of which should be considered when looking to implement a blended learning approach.

Positive effects for students

Increased student engagement.

A blended learning method can make it easier for some students to engage and study at their own pace. This learning style allows students who struggle to stay engaged during in-person teaching to engage with their studies in their own time, at their own pace without the need for a teacher.

Increase student achievement

For those students who do experience increased engagement and motivation with blended learning, their achievements will likely increase too. When students are engaged with learning, they have higher chances of retaining information, understanding topics and working towards assignments and exams – this will all be reflected in their final grades for the course.

Students learn at their own pace

The beauty of a blended learning environment is that they allow students to move through tasks and learning modules at their own pace. This is incredibly helpful for students who have a slightly different learning style or may work slightly slower than others and feel rushed during in-person teaching sessions.

Classroom time can be focused on more meaningful activities

In a blended learning environment, students are able to complete tasks online or watch lectures in their own time which means that classroom time can be freed up for more interactive, instruction-focused lessons. This will make much better use of valuable face-to-face teaching sessions.

Enhanced student experience

With the help of technology, blended learning opens doors for students to be able to access professional resources, research archives and even connect with professionals in their field of study, which will help to enhance their learning experience.

Improved accessibility and inclusion

One of the biggest dilemmas faced by higher education organizations is creating an environment that all students can fully access, no matter their abilities, lifestyle, location or course.

Online resources included in a blended learning approach to learning can be accessed from anywhere in the world with a device and wi-fi connection so not student is limited to what they can access throughout their course.

Ownership of learning

To successfully commit to blended learning, students must organize their studies and interact with online materials on their own terms. This allows students in higher education to take ownership of their learning without constant instruction from an educator.

Flexibility in scheduling

With the ability to access online resources at any time, students are provided with more flexible scheduling that can fit around their lives. With this approach to learning, students will no longer have to sacrifice their education to work in a part-time job or socialize.

Negative effects of blended learning on students          

Whilst blended learning offers a number of positive benefits for students, there are also a few negative effects to consider.

Success depends on student’s successful completion of online work

Some students may not have the self-motivation or organization required to complete online tasks successfully. For those students who do not commit to the self-led part of blended learning, grades and academic achievement may fall.

Success relies on access to technology

When implementing a blended learning approach, it’s important to consider the students who may not have access to the appropriate technology which can put them at a huge disadvantage when compared to other students. This is something that organizations should consider and should have a solution in place.

Loss of community

One of the main reasons (aside from getting a degree) students go to university to make friends, join societies and feel part of a community. With heightened online learning, this sense of community is reduced, and some students may experience loneliness whilst in higher education.

Connectivity and bandwidth can have a negative impact on student experience

All students who have taken part in an online lecture or webinar will know the feeling of frustration when a class is underway, and the internet connection decides to break down. Poor connectivity during online learning could be a significant cause of problems for blended learning and may cause some students to miss out on important information during live-streamed events, having an impact on academic achievement.

How to ease the effects of blended learning on students  

The use of effective technology is key to providing a valuable learning environment through blended learning and to aid successful academic achievement in students. Organizations can improve the delivery of blended learning by investing in the correct tools, such as AppsAnywhere . This tool enables the resources, software and apps required by students to be delivered to any device, anywhere and anytime. This is a great way to enhance the student IT experience and improve how blended learning is accessed within higher education.

Solutions such as Virtual Labs also allow students to access campus computers without having to sit in a computer lab. This is particularly useful for students who need access to more specialist software.

These are just a few examples of the solutions available to enable blended learning within higher education. Please contact our team to find out more about the solutions available.

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Learn more about the positive & negative effects of blended learning on students in higher education & how to ease the effects by reading our guide.

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Written on 29 Aug 2024

‘The best of both worlds’: BNU research finds that students prefer blended learning

Research conducted at Buckinghamshire New University (BNU) earlier this year found that students prefer ‘blended learning’ when it comes to their studies.

Blending learning is a thoughtful integration of classroom face-to-face (F2F) learning with online learning experiences, offering contact, convenience and continued communication for both education providers and students through a seamless and complementary flow of learning in the associated discussion forums. 

Funded by one of BNU’s flagship impact centres (Impact Centre for the Advancement of Learning), the research case study, led by Barbara Nicholls, Senior Lecturer at the university, explored the 2022/23 Postgraduate Certificate in Practice Education students’ perception of their educational experience in the online discussion forum, designed according to the Community of Inquiry framework. 

Preliminary findings showed that cognitive presences – an important indicator of quality of an online learning experience – was manifested to a certain extent in the online discussion forum, with 3-5 students individually posting weekly responses to the teacher-assigned weekly readings. 

Further conclusions drawn included students being more comfortable learning online in small groups, citing fear of being judged by others and lack of self-confidence in text-based discussions in public domains. 

“Blending Learning seems to be particularly successful where the blend is synchronous F2F and synchronous virtual sessions when students can actively engage with the activities with peers.”

“The majority of students enjoy the asynchronous virtual activities such as discussion board text-based writing as well as small group synchronous meetings in their small group ClassCollaborate rooms.” 

“One important factor for course teams to think about is designing the blended learning environment with the three presences of teaching, social and cognitive. I hope to extend the findings to incorporate GenAI in these three presences in the future.” Said Nicholls. 

Drawing on research conclusions, Nicholls added:

“As text-based online discussion forum represents a form of asynchronous communication, it is an important pedagogical tool – but for students to have a positive educational experience in blended learning programmes, it is recommended that its potential be harnessed for community building, active engagement, language development, critical thinking, and written communication in order to demonstrate feedback literacy teaching presences, which in turn fosters social presences that leads to cognitive presences.”

To read more on Nicholls’ research and findings, follow this link to Research Notes , a biannual publication that showcases the breadth of research activities being undertaken at the university, including articles on the many and varied areas of research being undertaken by BNU academics and those funded by BNU’s Impact Centres .

• What is blended learning?
• Creating a blended learning course

In this collection

• How to blend your course: three levels of blending 

The term “blended learning” describes teaching approaches that take advantage of both online and face-to-face learning to increase active and collaborative learning experiences for students. Here we talk about identifying blended learning, the benefits and different approaches.

What’s the difference between blended learning, hybrid learning, technology-enhanced learning, and flipped learning? 

These are all related concepts which involve combining different modes of education delivery.  

• “Hybrid learning” refers primarily to location – students can attend the course either remotely, or on-site.
• “Technology-enhanced learning” refers primarily to tools – learning is enhanced through the use of technology to carry out some learning activities.  
• “Flipped learning” refers primarily to timing – students complete asynchronous learning activities prior to attending a synchronous class.  

“Blended learning”, meanwhile, is an umbrella term for combining any or all of those modes: face-to face and remote learning, tech-enhanced and non tech-enhanced activities, and synchronous and asynchronous learning. 

Features of blended learning

When we talk about “blended learning”, we are referring to courses that have the following key features: 

• The mode of each element of the course is carefully considered, and selected intentionally to support learning outcomes. 
• The blending of the course maximises active learning. For example, it may include building learning activities into the LMS, using digital technologies in the classroom to enable all students to actively participate, or making passive learning asynchronous to enable active participation in class time. 

What combination makes up blended learning?

“Blended learning” is an umbrella term describing a combination of any of the following modes: 

• face-to-face and remote learning 
• tech-enhanced and non-tech-enhanced activities 
• synchronous and asynchronous learning 

Case study: blended elements vs blended learning

While most courses incidentally have some blended elements, we are using “blended learning” to refer to courses where the mode of each element of the course is selected to support learning outcomes and maximise active learning. 

Blended elements example

Question: My students do readings before class, bring their laptops to lectures, and can watch the recording of the lecture from home. Does that mean I’m teaching a blended course already? 

Answer: Arguably yes – but a course that is intentionally designed to be blended will probably look a little different from a course that incidentally has some blended elements.

Benefits of blended learning 

As an educational approach, blended learning has many benefits for both educators and students.

For educators, integrating multimedia and interactive content can enhance learning outcomes, and increases flexibility in course design and delivery.

For students, blended learning supports development of digital literacy flexibility to access resources at their own pace, with multiple r ways to engage with content.   

Research has also shown the following benefits of blended learning:  

• Positive impact on student learning and achievement above that of online-only and on-campus only delivery modes (Kazu & Yalçın, 2022)   
• Positive outcomes in critical thinking skills and content mastery (Buhl-Wiggers et al., 2023)   
• Improved student satisfaction and engagement (Buhl-Wiggers et al., 2023)   
• Fulfils student preferences for flexible online options and a range of online resources (Pelletier et al., 2023)   

Different approaches to blended learning 

A key strength of the blended learning approach is its adaptability based on the needs of your course and learners. There are a spectrum of models, ranging from minimal integration of online components, to flipping your classroom (see below). 

You can decide how you want to blend your learning activities or course, and how much you want to blend in the course. This decision may involve adjusting the ratio of online to in-person instruction, choosing specific digital tools and resources or even redesigning the course. 

Here are some different approaches to blended learning: 

References 

Buhl-Wiggers, J., Kjaergaard, A., & Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in higher education, 48 (1), 151-173. https://doi.org/10.1080/03075079.2022.2123911  

Kazu, I. Y., & Yalçın, C. K. (2022). Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study. International Journal of Progressive Education, 18 (1), pp. 249-265. 10.29329/ijpe.2022.426.14 

Pelletier, K., Robert, J., Muscanell, N., McCormack, M., Reeves, J., Arbino, N., & Grajek, S. (2023). 2023 EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE https://library.educause.edu/resources/2023/5/2023-educause-horizon-report-teaching-and-learning-edition  

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The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

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Individuals attempting to study remotely during the COVID-19 lockdown will find that blended learning is a helpful solution and results in a significant increase in learning engagement. The best benefits for teachers and students are obtained by maximizing the advantages of each teaching method and by combining the advantages of online and face-to-face instruction. The study aims to investigate the effectiveness of the flex model of blended learning in teaching the mathematics subtopic of coordinates in the plane through the improvement of students' academic achievement, self-study skills and learning attitudes. A quasi-experiment was conducted to compare the academic achievement, self-study skills and learning attitudes of 46 students in the control class who used traditional methods to those of 44 students in the experimental group who used the blended learning model. The pre-and post-test results, observations, and student opinion survey were used to compile data, which were then analyzed quantitatively (with SPSS) and qualitatively. The study confirmed that blended learning positively impacts students' academic achievement in the experimental class compared with the control class (Sig (2-tailed) = 0.001 and SMD = 0.6717), as demonstrated by the outcomes of the independent t-test analysis of the two groups in the post-test phase. In addition, observations and student opinion survey results also indicated that blended learning increased student interactions with teachers and improved students' academic achievement, self-study abilities and learning attitudes. Due to time constraints, not all the students who participated in the experiment could make progress. On the other hand, the study's relatively small sample size gave the impression that the results were only partially representative of the population. As a result, additional studies focusing on improving the effectiveness of teaching and learning within different blended learning models, broadening the scope of research on the influence of blended learning in other subjects, or increasing the sample size can all be considered.

Academic achievement; Blended learning; Conventions for coordinates in the plane; Learning attitudes; Self-study skills.

1. Introduction

In the context of the rapidly developing scientific and technical revolution, the education and training sector has actively implemented tasks and solutions to enhance support management, teaching, learning, assessment, scientific research, and the application of information and communication technology (ICT) ( Acosta et al., 2018 ; Baris, 2015 ; Bray and Tangney, 2017 ; Diabat and Aljallad, 2020 ).

In order to ensure the progress and effectiveness of students' learning within the context of the COVID-19 pandemic, the education and training industry has promoted the combination of remote "face-to-face" teaching via television and online teaching via the Internet ( Attard and Holmes, 2020 ; Ho et al., 2020 ; Hori and Fujii, 2021 ; Mukuka et al., 2021 ; Pham et al., 2021 ; Stahl, 2021 ). The industries likewise promoted standardized assessment and recognition of academic achievement using online images. Accordingly, some commonly used applications, such as Microsoft Teams, Google Meet, Zoom ( Ho et al., 2020 ), Facebook ( Barros et al., 2017 ), and Zalo (a social networking application developed and widely used in Vietnam), allow users to combine video discussion and screen sharing tools, allowing teachers to interact and manage the learning progress of multiple students simultaneously ( Sun et al., 2020 ).

A combination of intuition and abstract thinking should be involved in teaching geometry. The Cartesian coordinate system in the plane is an important topic of the high school mathematics program and serves as a basis for learning geometry in later grades. However, students often have difficulty learning this topic due to the absence of visual aids. A disadvantage of the traditional teaching approach is that it reduces the opportunities for solving problems through applications and acquiring knowledge. However, combining lectures with images, videos, and other learning content in the classroom will make these lessons more effective for teachers. Additionally, students will feel more engaged and active in acquiring knowledge, teaching and learning will improve, and applying geometric concepts will be easier.

Since these learning environments have similarities, the combined learning method with traditional and online learning spaces works well for mathematics education. Some in-depth studies have implemented blended learning for teaching mathematics at various skill levels ( Alammary, 2019 ). Studies have shown that personalized learning helps promote students' motivation, enhances the efficacy of math learning, and enables learning to be tailored to students' interests. As a result, more research must be done to study blended learning as an effective learning trend for the future ( Baris, 2015 ). Various studies have investigated the application of blended learning to teaching practices in mathematics education. Research by Kashefi et al. (2012) aimed to support K-12 students' mathematical thinking in learning two-variable functions through blended learning. Balentyne and Varga (2017) investigated the relationship between students' achievement and their attitudes in a self-paced blended mathematics course with 23 eighth-grade students in Algebra I and Geometry. In addition, Lin et al. (2017) investigated the effect of blended learning on seventh-grade students' academic achievement in a mathematics course on numbers and number lines. Liang et al. (2018) designed lessons with a calculus e-learning system for first-year university students with diverse mathematical backgrounds. The study by Stahl (2021) proposed a model for such learning; it illustrated using existing dynamic-geometry technology to translate the study of Euclidean geometry into collaborative learning via student pods. Pambudi (2022) studied how to increase elementary students' motivation and learning achievements in geometry.

In the meantime, several studies focused on the perceptions and experiences of blended learning among students and teachers. Rifa'i and Sugiman (2018) measured seventh-grade students' perceptions of their learning experience in the mobile blended learning environment. Weinhandl et al. (2018) focused on the technology-supported Flipped Classroom Approach (FCA) in mathematics education and how this teaching and learning can be implemented in secondary schools. Research by Avineri et al. (2018) applied technology to the professional development of mathematics teachers. Attard and Holmes (2020) researched 10 case studies in mathematics classrooms from preschool to the 12 th year in nine Australian schools to investigate technology-mediated practices from teachers' and students' perspectives. The paper of Mukuka et al. (2021) reported the findings of descriptive survey research that explored secondary school students' experiences with remote learning in mathematics during the COVID-19 school closures, with a sample of 367 students ages 13 to 21. Therefore, it is clear that blended learning has been adopted in various mathematics topics at different levels.

Regarding mathematics education in Vietnam, online learning is becoming increasingly popular since the outbreak of COVID-19. As Sarkar et al. (2022) mentioned, the solutions to real-life problems are challenging to find out in the exact form as the dimensions of the problems are significant ( Sarkar et al., 2022 ). Therefore, educators must investigate different aspects of applying blended learning in mathematics education, such as its characteristics, benefits and challenges, especially its effectiveness and applicability in teaching mathematics in Vietnam. However, the number of studies on the application of blended learning in teaching mathematics in the Vietnam education context is relatively small, and no research has been done on how effective the flex model of blended learning is for teaching the topic of coordinates in the plane. Therefore, this study is conducted to determine whether using blended learning to teach Vietnamese 10th-grade students about coordinates in the plane during COVID-19 lockdowns effectively raises students' academic achievement, self-study skills and learning attitudes.

2. Literature review

2.1. definition and characteristics.

Blended learning is a student-centered learning method ( Vasileva-Stojanovska, 2015 ) that combines traditional face-to-face classrooms (synchronous learning activities) with e-learning activities (asynchronous learning activities) ( Attard and Holmes, 2020 ; Kerzˇič et al., 2019 ). Gambari et al. (2017) emphasized the role of the e-learning factor, according to Adiguzel et al. (2020) . According to Owston and York (2018) and Lazar et al. (2020) , the ratio between face-to-face and online learning in blended learning varies, but the online learning factor should be between 33% and 50%, and even as high as 80% ( Lazar et al., 2020 ; Owston and York, 2018 ). In blended learning, e-learning tools are used in lessons, training sessions ( Adiguzel et al., 2020 ), presentations, progress learning, and online discussion groups ( Alammary, 2019 ).

According to Lazar et al. (2020) , blended learning results from digital technology and digital educational tools. Online tools such as apps, books, and computers can be used as lesson plans, lectures, textbooks, assignments, software, quizzes, tests, resources, audio and video, digital, and social networking platforms such as Twitter, YouTube, and Facebook ( Watling, 2012 ). Meanwhile, Lazar et al. (2020) used the concept of "digital learning tool" to refer to digital sources used in blended learning, including:

• (1) High-tech digital learning tools: these include software to support student learning, such as interactive boards, scientific software, applications, digital teaching software, digital textbooks, and mobile devices (smartphone or tablet).
• (2) Traditional digital tools: these include digital video support, aerial video projectors, interactive materials, digital assemblies containing interactive resources, and reference content such as lecture notes and dictionaries ( Lazar et al., 2020 ).

From the perspective of mathematical education, Kashefi et al. (2017) state that the components of blended learning include author, teacher, student, method, technology, and math. In it, the author is the one who creates the course and defines the role of each component. Blended learning emphasizes strengthening the connections among students, teachers, and students; other stakeholders are also incorporated into the learning process. Authors can use various technologies with pedagogy to develop tasks and complete math assessments for their students ( Kashefi et al., 2017 ).

Blended learning consists of five components, of which two are face-to-face and three are online ( Alammary, 2019 ). These units include:

• (1) Face-to-face instructor-led: students participate in a class where the teacher presents the learning content, and there is little interaction, experiential learning, or practice.
• (2) Face-to-face collaboration: encourages students to participate in learning activities together in the classroom.
• (3) Online instructor-led: the teaching process is accomplished online with the teacher's assessment of the learning progress and interactions throughout the learning process.
• (4) Online collaboration: encourages students to participate in learning activities online.
• (5) Online self-paced: allows students to study at their own pace, with flexible time and space.

2.2. Models

Many studies have produced different models of blended learning. A review by Alammary (2019) has shown five models classified according to where content is communicated and where practical activities take place (face-to-face or online), including the flipped, mixed, flex, supplemental, and online-practicing models ( Alammary, 2019 ).

• (1) Flipped model: Students are guided to access prepared materials before starting lessons. Preparation takes place outside of school hours via an online format and is then leveraged to maximize teacher and student opportunities for interaction, collaboration, debugging, and manipulation during face-to-face learning ( Alammary, 2019 ; Weinhandl et al., 2018 ).
• (2) Mixed model: transmission of learning content and practice tasks conducted face-to-face and online ( Alammary, 2019 ).
• (3) Flex model: learning content and practical tasks are transmitted through online teaching; however, students will participate in face-to-face sessions to check progress and receive feedback on the learning process ( Alammary, 2019 ). Hauswirth and Adamoli (2017) have organized online teaching with various tasks such as watching videos, researching books, participating in online discussions, or solving exercises. Teachers enable students to learn at their own pace, and students see one another regularly and in person for classroom instruction ( Hauswirth and Adamoli, 2017 ).
• (4) Supplemental model: knowledge and practice learning is improved through face-to-face learning; however, online activities are added to enhance student engagement ( Alammary, 2019 ).
• (5) Online-practicing model: this model allows students to practice, solve problems online, and obtain instant feedback through the online learning platform ( Alammary, 2019 ).

Furthermore, Tesch (2016) also offered six blended learning models: face-to-face driver, station rotation, online lab, flex, self-blend, and online driver. While improving students' learning efficiency, teachers use various technology devices to guide and facilitate classroom learning processes in the face-to-face model ( Tesch, 2016 ; as cited in Alsalhi et al., 2021 ). It is flexible and meets the needs of elementary and middle school students by providing teachers with additional resources as students' needs change ( Barros et al., 2017 ). The online lab school model offers students the additional benefit of online study time in dedicated computer labs. Meanwhile, the self-blend model allows learners to participate in the courses. There is a significant gap between online and formal learning because of the student's unique needs ( Alsalhi et al., 2021 ); similar to the supplemental model; the online-driver model has characteristics similar to the online-practicing model.

These learning models have been applied in many blended learning studies, such as Cronhjort et al. (2018) and Attard and Holmes (2020) with the flipped model and Barros et al. (2017) with the rotation model. It is necessary to select an appropriate blended teaching model that meets the needs of each educational facility based on various factors, such as facilities, financial capabilities of the school, subject and curriculum, and more, depending on each school's capacity. This study considers the current conditions and research needs and, therefore, chooses the flex model as the starting point of the design for the experimental lectures.

2.3. Implementation and assessment

Kerzˇič et al. (2019) proposed that effective blended learning encompasses a complex teaching method that supports face-to-face teaching but additionally supports students' work on projects, contributing to the learning process, and engaging in other activities. Students need constant supervision in an online classroom ( Kerzˇič et al., 2019 ). According to Poon (2013) , Zhang and Zhu (2017) , and Kerzˇič et al. (2019) , these factors can be divided into three groups:

• (1) Student factors, including available information, technology knowledge/experience ( Alsalhi et al., 2021 ), confidence, self-discipline ( Alsalhi et al., 2021 ), learning style ( Miyaji and Fukui, 2020 ), and responsibility for learning progress ( Alammary, 2019 ; Poon, 2013 ; Zhang and Zhu, 2017 ).
• (2) Teacher factors, including personality, ICT competence, teaching style, knowledge, facilities, feedback and course structure, online teaching, information quality, and communication quality ( Alammary, 2019 ; Poon, 2013 ; Zhang and Zhu, 2017 ).
• (3) Technology adoption and technical support, including ease of use, access, user-friendly interfaces, and technical support ( Alammary, 2019 ).

Online learning materials support face-to-face teaching by adding further reading to finish the process. Following that is a self-assessment of the online learning material's concepts and content. Additionally, teachers give students feedback on assignments that involve long-term projects and have the students assess the quality of the work ( Kashefi et al., 2012 ; Umek et al., 2015 ). Barros et al. (2017) and Kerzˇič et al. (2019) stated that these assessment results offer students the information they need to acquire and feedback on how well they have learned. Also, teachers can see the extent to which the lesson is understood and the students' learning requirements must be interpreted and monitored to observe their learning progression ( Adiguzel et al., 2020 ; Barros et al., 2017 ; Kerzˇič et al., 2019 ). Similarly, for mathematics education in particular, in research by Kashefi et al. (2012 , 2017) , the elements of blended learning instruction include classroom tasks, assessment, computer and web aid, and strategies. Rifa'i and Sugiman (2018) outlined mobile blended learning techniques, which utilize students' mobile devices to create educational tasks and various learning strategies in math instruction.

Landenfeld et al. (2018) discussed three assessment methods employing various question types: quick warm-up questions, summary exercises, and diagnostic and summative assessments. Questions of various types provide personalized feedback while reinforcing critical knowledge in the learning process ( Landenfeld et al., 2018 ).

All other things being equal, Hoyos et al. (2018) and Attard and Holmes (2020) specified numerous variables when employing technology in teaching and learning mathematics. The first is providing how students can ask questions and receive technical support. The second is learning management systems (LMS) and modes of use ( Diep et al., 2017 ). Third, the affordability of specialized math software such as Geogebra or Desmo and math videos should be tested for their ability to clarify mathematical concepts from multiple perspectives. Finally, there is a consideration of how technology enables a diversity of math content and the pace at which students progress in the learning process ( Attard and Holmes, 2020 ; Hoyos et al., 2018 ). These factors have an impact on teachers and the teaching process (or students and the learning process) when the instrumentalization of learning resources from the Internet has been used to acquire knowledge or to teach staff (or students) the activities that accompany learning software ( Hoyos et al., 2018 ).

Additional student involvement in the learning process, particularly in blended learning-oriented teaching, is influenced by various technological variables. These measures include: gaining student attention, maintaining engagement, and re-engaging students when disconnected or unable to participate ( Jeffrey et al., 2014 ). Teachers can use decoys to capture students' attention by making them curious and sparking their interest in making meaningful connections. Additionally, they can accomplish this goal by showing students that they are an important part of the class and the subject by participating in class actively and on time. Engagement is maintained by clear and transparent assessment instructions, challenging tasks, and providing immediate and real-life feedback. Students must be identified and given attention when they are having difficulties in order for them to re-engage successfully in the learning process. Teachers must also monitor and identify struggling students as early as possible, have direct contact with them, and foster an environment of discussion where they can be supported ( Jeffrey et al., 2014 ). Teachers and students who use blended learning should use electronic communication media, such as chat, e-mail, and discussion platforms, to enhance communication in mathematical learning. More importantly, group activities and group presentations help students to engage in communication. Students use inquiry methods when they pair up, work in small groups, utilize critical thinking to solve problems, and use student examples while learning ( Kashefi et al., 2012 ).

The blended learning environment is also favorable for organizing active teaching approaches such as STEM education ( ElSayary, 2021 ; Kandakatla et al., 2020 ; Landenfeld et al., 2018 ), problem-based teaching, project teaching ( Yunus et al., 2021 ) and collaborative teaching ( Kandakatla et al., 2020 ). In addition, many specialized models with characteristics suitable for blended learning in mathematics education have been studied. These include the Modular Object-Oriented Dynamic Learning Environment (MOODLE) research platform ( Hoyos et al., 2018 ; Landenfeld et al., 2018 ; Lin et al., 2017 ; Psycharis et al., 2013 ), Massive Open Online Courses (MOOCs) ( Avineri et al., 2018 ; Borba et al., 2016 ), e:t:p:M® project ( Mundt and Hartmann, 2018 ), Personal Online Desk, viaMINT ( Landenfeld et al., 2018 ), MyMathLab learning system ( Chekour, 2018 ), machine learning techniques ( Ho et al., 2020 ) as well as other math learning software on smartphones ( Borba et al., 2016 ; Orlando and Attard, 2016 ; Rifa'i and Sugiman, 2018 ).

2.4. Advantages

Numerous studies emphasizing technology have been conducted on applying blended learning in general and teaching mathematics in particular. Studies on blended learning have shown positive results for teachers' and students' learning processes. Due to the characteristics of blended learning, this teaching approach can optimize the strengths of face-to-face and online teaching ( Alsalhi et al., 2021 ; Hu et al., 2021 ; Kashefi et al., 2017 ; Kerzˇič et al., 2019 ). Unlike face-to-face teaching, online teaching relies on extensive LMS functions, allowing for efficient goal-setting, document organization, the facilitation of learning, participation in learning, and the assessment of academic achievement ( Adiguzel et al., 2020 ; Sun, 2016 ). In addition, online learning facilitates teacher-student, teacher-teacher and teacher-student-family interactions ( Alammary, 2019 ; Alsalhi et al., 2021 ; Attard and Holmes, 2020 ; Hoyos et al., 2018 ; Miyaji and Fukui, 2020 ; Sánchez-Gómez et al., 2019 ), and more personalized learning and assessment (Mundt et al., 2018; Rifa'i and Sugiman, 2018 ) without the hindrance of space or time ( Zhang and Zhu, 2017 ). Most studies show that blended learning creates a flexible learning environment that allows students to repeat lessons at the right time and place ( Zhang and Zhu, 2017 ) by easily accessing and selecting learning content ( Sánchez-Gómez et al., 2019 ; Uz and Kundun, 2018 ).

In addition, many studies have shown that blended learning can positively affect students' learning attitudes ( Alsalhi et al., 2019 ; Balentyne; Varga, Gambari et al., 2017 , Rifa'i and Sugiman, 2018 ; Zhang and Zhu, 2017 ), such as creating learning motivation, improving flexibility, self-confidence ( Alammary, 2019 ; Alsalhi et al., 2021 ; Attard and Holmes, 2020 ; Lin et al., 2017 ; Mumtaz et al., 2017 ; Uz and Kundun, 2018 ), the ability to work in groups ( Kashefi et al., 2012 ) and the students' Uz and Kundun, 2018 ). Thus, it enhances learning engagement ( Alsalhi et al., 2021 ; Barros et al., 2017 ; Cronhjort et al., 2018 ) and improves the student learning experience ( Attard and Holmes, 2020 ; Barros et al., 2017 ; Dziuban et al., 2018 ; Jeffrey et al., 2014 ; Mumtaz et al., 2017 ; Poon, 2013 ; Rifa'i and Sugiman, 2018 ). Furthermore, several studies have shown that applying blended learning to teaching improves student academic achievement ( Alammary, 2019 ; Alsalhi et al., 2021 ; Balentyne and Varga, 2017 ; Gambari et al., 2017 ; Kundu et al., 2021 ; Lin et al., 2017 ; Poon, 2013 ; Psycharis et al., 2013 ; Zhang and Zhu, 2017 ). Several studies have confirmed that personality, learning style, and satisfaction positively affect progress in student achievement ( Cheng and Chau, 2016 ; Vasileva-Stojanovska, 2015 ). For example, blending learning empowers students by building their capacity to communicate ( Attard and Holmes, 2020 ; Dziuban et al., 2018 ; Kashefi et al., 2012 ; Kashefi et al., 2017 ), improving their thinking ability ( Attard and Holmes, 2020 ; ElSayary, 2017, 2021 ), enhancing their mathematical problem-solving ability, and upgrading their technology application skills (Kashefi, 2012).

Blended learning is a teaching approach that positively impacts students' learning and teachers' instruction. Through individual interaction with students, teachers can see the learning needs of students, thereby allowing them to adjust or design lesson plans to suit students' learning progress ( Attard and Holmes, 2020 ; Barros et al., 2017 ; Kerzˇič et al., 2019 ; Poon, 2013 ). Attard and Holmes's (2020) research demonstrated that teachers who participated in the survey could enhance students' access to math learning materials through digital resources. LMS enables teachers to access different representations of mathematics and apply alternative teaching methods through the innovation of learning spaces and teaching contexts ( Attard and Holmes, 2020 ). At the same time, blended learning contributes to teachers' ability to apply information and digital technology to teaching ( Attard and Holmes, 2020 ; Kashefi et al., 2012 ).

2.5. Challenges

For teachers and students most affected by the COVID pandemic and its unpredictable stages, the introduction of blended learning has many advantages. Nevertheless, there are certain difficulties in applying blended learning to math instruction. The research of Boelens et al. (2017) summarized the challenges in designing and implementing blended learning. In it, the author gives four main challenges, including flexibility in integration (in terms of time, place, and learning progress), interaction (face-to-face and online interaction), support of student learning (monitoring and assessing students) and creating an effective learning environment (creating motivation and encouragement, showing empathy, individualizing learning) ( Boelens et al., 2017 ; Owston and York, 2018 ). Therefore, the application of blended learning often increases the teacher's workload, resulting in a large workload for teachers ( Adiguzel et al., 2020 ; Attard and Holmes, 2020 ; Jeffrey et al., 2014 ; Nakamura et al., 2018 ; Poon, 2013 ; Sánchez-Gómez et al., 2019 ). On the other hand, the paucity of professional development to equip teachers with communication techniques, teaching strategies, and information technology skills necessary for online teaching and blended learning is also mentioned in the studies ( Attard and Holmes, 2020 ; Poon, 2013 ; Psycharis et al., 2013 ; Sánchez-Gómez et al., 2019 ).

Students also experience difficulties when they are using blended learning. Nakamura et al. (2018) studied the pros and cons of blended learning when teaching mathematics and found that it is a significant inconvenience for students to use online learning systems to submit answers (such as CAS). The above technology issues are also raised by Poon (2013) and Psycharis et al. (2013) . Poon's findings (2013) suggested that students do not find it motivating to learn online because of feelings of inauthenticity and isolation resulting from fewer lesson volumes and the lack of leadership. Students feel the need to become more authentically interconnected in the classroom. Also, learners cannot complete tasks because of lost time, the absence of individual problem-solving training, and a lack of social interaction when learning face-to-face ( Poon, 2013 ).

On the other hand, research by Alsalhi et al. (2021) indicated that the effectiveness of the blended approach to students' learning depends on the levels of the students. Students with low grades may find it difficult to apply new teaching and learning strategies in blended learning, especially if they are not intrinsically motivated ( Yusoff et al., 2017 ). Therefore, Yusoff et al. (2017) proposed a set of classroom measures that can be utilized to design blended learning activities best suited for various learning styles and levels of cognitive ability.

Furthermore, institutions of all types, such as schools and universities, are facing obstacles in meeting the diverse needs of blended learning. Many studies have shown that a shortage of technical facilities to support teachers and students in online learning is a significant barrier for those wishing to offer an online curriculum ( Nakamura et al., 2018 ; Poon, 2013 ; Uz and Kundun, 2018 ). One solution to the potential obstacles associated with this approach to teaching is found in numerous studies that have proposed methods for schools and teachers that can be applied to blended learning. According to Kundu et al. (2021) , math teaching activities and textbooks should connect to blend learning with teaching, especially as the teacher's understanding of each student's needs evolves ( Kundu et al., 2021 ; Stahl, 2021 ). Teachers must feel confident and convinced of their online teaching environment capabilities.

Furthermore, teachers require pedagogical and technological skills to apply various information and communication technology (ICT) resources in teaching ( Almerich et al., 2016 ; Bunatovich and Khidayevich, 2020 ; ElSayary, 2021 ). Therefore, educational institutions must provide instructional guidelines for using ICT in learning and develop pedagogical training for teachers so that students can effectively and confidently employ the software's various functions ( Avineri et al., 2018 ; Kerzˇič et al., 2019 ; Kundu et al., 2021 ; Naveed et al., 2020 ; Stahl, 2021 ). It is essential to provide course structures that give students the abilities and knowledge to work effectively with computers and online learning tools ( Bunatovich and Khidayevich, 2020 ; Kerzˇič et al., 2019 ; Naveed et al., 2020 ). Schools must equip teachers and students with the necessary tools for online learning ( Kundu et al., 2021 ; Naveed et al., 2020 ), especially devices, so students can easily ask questions during the learning process ( Attard and Holmes, 2020 ).

3. Context of the study

3.1. conventions for coordinates in the plane in vietnamese curricula and textbooks.

Using the topic "Conventions for coordinates in the plane," students will learn about the equations of lines, circles, and ellipses and their properties to better understand geometric concepts. The spirit of the new teaching method is to encourage students to take the initiative and be creative, to follow students' activities in class, and to have students directly participate in acquiring knowledge. Using the teacher's organizational structure, students can identify problems and positively and creatively devise innovative solutions. Teachers' skills provide insight into their students' needs and allow teachers to design problem situations that allow students to discover new information. Therefore, students will retain information over a long time, clearly comprehend concepts, and be excited because they discover information, encouraging them to participate in additional activities. This topic requires students to accomplish the following goals. They must be able to derive equations of straight lines, circles, and ellipses from their graphs and vice versa; from the equation of a line, they must determine its characteristic elements; and they must apply their knowledge and use appropriate properties to solve related problems ( Ministry of Education and Training, 2018 ).

Regarding knowledge of straight-line equations, students must:

• - understand the normal vector of the line;
• - understand how to write general equations or parametric equations of straight lines;
• - understand the conditions under which two lines intersect, are parallel, coincide, or are perpendicular to each other;
• - know the formulas to calculate the distance from a point to a line and the angle between two lines;
• - know the characteristics of two points that lie on the same or opposite sides of a line.

Likewise, students should recognize and calculate the equation of a circle with a known center.

Finally, math learners should understand the ellipse, such as its definition and canonical equation, and be able to describe the shape of the ellipse.

Some important skills in this topic are as follows:

• - Write a general or parametric equation of the line d passing through the point M(x 0 , y 0 ) and having a given direction or passing through two given points.
• - Calculate the coordinates of the normal vector if the coordinates of the direction vector of a straight line are known, or vice versa.
• - Use a formula to calculate the distance from a point to a line.
• - Calculate the measure of the angle between two lines.
• - Write the equation of a circle when the center I (a, b) and radius R are known; conversely, determine the center and radius when the equation of a circle is given.
• - Write the equation of a line that is tangent to a circle when the coordinates of the point of tangency are given; also, know how to write the equation of a line that passes through a point M outside a circle and is parallel to a given line that is tangent to the circle.
• (3) Ellipse equations

From the canonical equation of the ellipse x 2 a 2 + y 2 b 2 = 1 (a >b > 0),

• - Determine the major axis, minor axis, focal length, and eccentricity of the ellipse; identify the coordinates of the focal points and the intersection of the ellipse with the coordinate axes.
• - Write the canonical equation of an ellipse given the characteristics of that ellipse ( Ministry of Education and Training, 2012 ).

3.2. Teacher feedback about blended learning

A survey of 24 teachers in mathematics classrooms was conducted to learn more about their perspectives on blended learning. Twenty-one occasional teachers (accounting for 87.5% of the group), two regular teachers (8.3%), and one teacher (4.2%) indicated that homework assignments and online tests were rarely given. The rate at which teachers use the online form to give assignments and evaluate students is quite high. Because of the development of information technology, it is now simpler and more efficient to monitor and evaluate students' academic performance. In addition, the Ministry of Education and Training's new circular on diversifying testing and assessment contributes to the results mentioned above.

Regarding the level of satisfaction of teachers with the results of students' self-study, 17 teachers (accounting for 70.8% of the group) feel neutral, five teachers (20.8%) are not satisfied, and two teachers (8.4%) are satisfied. Furthermore, teacher satisfaction with the results of students' self-study is low because students have not mastered the skills they have attempted to learn in class, as well as the habitual reluctance of students to complete homework assignments. Because of this, it is essential to propose learning methods that assist students in developing their ability to self-study and work independently.

Regarding mathematics instruction with a blended learning approach, 12 teachers (50% of the group) think it is appropriate, ten teachers (41.7%) believe it is very suitable, and two teachers (8.4%) believe that it is very appropriate. According to the data, a very high percentage of teachers favor this blended learning method of instruction.

Regarding the effectiveness of online lessons during the recent COVID-19 pandemic, 15 teachers (62.5%) commented that they were quite effective, while five teachers (20.8%) were neutral, and four teachers (16.7%) commented that the online lessons were effective. The success of online education has been low in recent years, and this is because neither educators nor students are very well versed in or prepared for this novel approach to education. Also, the ineffectiveness of online teaching and learning can be explained by the following reasons:

• 1) Twenty-two teachers (accounting for 91.7% of the group) find it difficult to interact with students.
• 2) Thirteen teachers (54.2%) feel that students are not cooperative in the learning process.
• 3) Twenty teachers (83.3%) feel that online assessment has not yet ensured objectivity and has not properly assessed students' abilities.
• 4) Ten teachers (41.7%) find it difficult to use tools and software for designing online lessons.
• 5) There are two other opinions: it is more difficult to convey content knowledge than direct instruction in the classroom, and preparing lectures takes time.

3.3. Research questions

These are the questions that the research sought to answer:

• (1) How does blended learning improve students' learning activities and academic achievement?
• (2) How does blended learning motivate the development of students' self-study abilities?
• (3) What are the attitudes of students in the experimental group toward using blended learning for mathematics instruction?

4.1. Research design and sample

An experimental research design was conducted in this study to investigate the effectiveness of blended learning in teaching mathematics about students' academic achievement, self-study skills and learning attitudes. In experimental designs, an experimental group and a control group are determined by a pre-test, intervention, observations and attitude survey are carried out in the experimental group, the lessons are taught in the control group, and the results of a post-test in both groups are compared. The research study was based on various empirical research methods scrutinized in the Literature Review and the educational context in Vietnam. This research demonstrates that examining educational innovations is commonplace in educational research ( Tesch, 2016 ). For this study, the researchers used a quasi-experimental design with a controlling technique different from randomization, such as a counterbalanced design ( Chusni et al., 2022 ; Fraenkel et al., 2012 ).

With the approval of the Institutional Ethics Committee of the School of Education at Can Tho University, a two-group experiment was conducted with 10th-grade students from Doan Van To High School in Soc Trang province, Vietnam, from January to March 2021 to answer the research questions. Especially all participants and their patients consented to participate in the experiment after receiving adequate explanations. Besides, participants in the study had shown an interest in and willingness to engage in classroom activities. Additionally, this study discovered that neither disrespect nor prejudice toward students was examined, and neither had any unfavorable effects on them.

The sample comprises 90 students in the 10th grade between 14 and 15 years old, with 44 students (20 males and 24 females) in the experimental group and 46 students (22 males and 24 females) in the control group. Students in experimental groups were coded as S01–S44, according to the alphabetic order of their first names. It was very challenging to collect data because high schools were typically closed during the pandemic. These challenges impede the effective advancement of research. Because of this, the convenience sampling method was applied to collect accurate data that fit the study's parameters. The convenience sampling method is recommended for quick, easy, and economical data collection.

4.2. Data collection and analysis

For the research mentioned above objectives, some of the tasks were outlined. The researchers developed a pre-test and a post-test to administer to an experimental group while a control class was assigned to solve the pre-test. An experimental lesson plan will be developed to enhance the students' academic achievement and self-study abilities. The research team was responsible for teaching, observing, and collecting information reflecting the experimental process related to the practicability and efficiency of the teaching process. Observations were made in two categories: the students' participation in learning activities and the students' ability to self-study regularly. During online lessons, teachers monitor their students' activities and make use of a checklist to track the frequency with which their students complete their assigned worksheets as well as the students' engagement in learning activities following the instructions of the teacher (delivered online and offline). The criteria for assessing students' worksheets are shown in Table 1 . Finally, the students in the experimental class were given a survey to evaluate the above teaching activities. In order to obtain data on students' learning attitudes, the students were asked to rate how much they agreed or disagreed with four given statements about the application of blended learning, which were assessed on a 5-point Likert scale: Strongly disagree, Disagree, Neutral, Agree, and Strongly agree ( Likert, 1932 ). These instruments were created by Pambudi and Hobri (2012, as cited in Pambudi, 2022 ). The survey was created and distributed using the Google Forms program, and students in the experimental group were required to complete it. Data from the pre- and post-tests, worksheets, observations, and survey results were collected and analyzed quantitatively and qualitatively as evidence to answer the research questions.

Table 1

Criteria for assessing student work.

The data from the pre-and post-tests were analyzed quantitatively. A quantitative analysis was attached to the t-test in the SPSS Statistics 20 program to examine the difference in mean values between the experimental and control groups. Furthermore, the effect size (ES) ( Cohen et al., 2011 ) was used to measure the pedagogical impact on the academic achievement of the two groups, and the correlation between the two tests administered to the experimental class was addressed. On the other hand, qualitative analysis was carried out on the data obtained from the students' worksheets, observations, and surveys.

4.3. Research experimental process

The experimental process includes the following stages:

• (1) Selection of experimental class and control class.
• (2) Prepare lesson plans, online lectures, and materials for the experimental process.
• (3) Conduct experimental group instruction on learning methods and provide necessary knowledge and skills when learning online.
• (4) Teach the in-plane coordinate method for the experimental class through a flex model in blended learning. At the same time, teach this topic to the control class with face-to-face learning and traditional lesson plans.
• (5) Conduct classroom observations to assess students' learning attitudes and self-study abilities. Hand out exercise worksheets (online and offline forms) and collect and analyze students' worksheets to regularly assess academic achievement through short exercises.
• (6) Organize post-tests, survey students' opinions of the experimental class, and evaluate experimental results.

After consulting with teachers at the school about the level of math learning in the classes, the research team selected two classes to conduct experiments. The experimental and control groups' input quality was tested with an objective multiple-choice test to determine whether it was equivalent to that before the experiment started.

Furthermore, since designing the experimental plan based on the actual situation would prepare students for online learning, the experimental group was surveyed to identify their problems before starting the experiment. Some of the questions used in the survey include:

• (1) How much time do you spend on self-study at home?
• (2) What time of day do you often use for self-study?
• (3) What personal information technology do you regularly use to participate in online learning?
• (4) What are your difficulties in the online learning process?

Online lessons are conducted through Google Classroom software. A common assessment method in online learning is to have students display their work on personal notebooks and send them to teachers using photos.

The two groups were pre-tested for 45 min in the same classroom setting to evaluate the experimental outcomes. Students were asked ten multiple-choice questions and three short-answer questions in the post-test. The researchers adapted these conceptual comprehension questions from previous state-level trial examinations to fit their needs. In addition, the test question items were created by the level of Anderson Taxonomy used. The researchers also devised a rubric for the conceptual comprehension test's scoring technique. A total of four mathematics teachers with over 15 years of experience in the classroom, and two mathematics lecturers who were content experts on the topic of coordinates in the plane, reviewed and rated the instrument and this rubric to determine its content validity. Based on the testing results, it will be possible to determine whether or not the proposed self-study training method will be effective and the extent to which students have achieved mastery. Validation and testing were required before the experiment could be confirmed as successful. In order to research this issue, researchers developed reliable, high-quality instruments. Two experts in mathematics education confirmed that the exams were valid. In the study conducted by Yatim et al. (2022) , the method of obtaining facial and content validity based on mathematical experts was done similarly. The experts' panels were asked to respond to research questions by completing a questionnaire and providing their thoughts or comments. Academic achievement, lecture design, instructing strategies, and blended learning activities were some topics covered in the questionnaire. Several alterations were made to the instruments and research, and the whole process was evaluated to ensure it was successful. All the experts who examined the instrument reported that it had not been revised, and they all concurred that it was suitable. After much deliberation, they finally agreed to re-evaluate the tests based on their usefulness for the research topic. Also, researchers could evaluate academic and skills content across all topics, such as linear equations and equations of circles and ellipses.

The participation of the students in learning activities and the students' abilities to consistently engage in self-study were the two main areas of focus for the observations. Students participate in online lessons to acquire knowledge, complete online (homework) and offline worksheets, contribute to class discussions and use various online sources to find answers to assigned problems. Teachers keep a close eye on students' online behavior and use a checklist to record whether or not they are actively participating in the lessons, whether or not they are completing their worksheets (both online and offline), and whether or not their grades improve as a result of their increased ability to study independently. Finally, after having participated in the practical lessons for a total of two months, the students assigned to the experimental group were given a set of survey questions to answer to provide feedback on the lessons in which they had taken part.

5.1. Pre-test results

The experimental group's pre-test scores were compared to those of the control group using SPSS software to determine a statistically significant difference between the two groups' scores. Descriptive statistics show that the mean of the experimental and control classes are 8.02 and 8.09, respectively, and there is no significant difference. The sig. value in Levene's test is equal to 0.777 > 0.05; hence the experimental and control groups do not differ. With a significance level of 0.05, the test results show that the sig. value (2-tailed) equals 0.815 ( Table 2 ). Therefore, the mean score difference between the two groups was not statistically significant. In other words, the mathematics learning level of the two groups is equivalent and is, therefore, suitable for conducting experiments.

Table 2

Results of independent t-test of the pre-test.

5.2. Quantitative assessment of post-test results

The following score distribution chart ( Figure 1 ) shows the experimental and control group results.

Score distribution chart of the experimental and control groups.

The experimental group received a higher average score than the control group, as illustrated by the graph plotting the frequency of test results after 45 min. The frequency of experimental group scores is distributed around the value 8–9, and the corresponding value in the control group is 6–7. For every experimental class with a frequency above 8–9, the number of re-scores will be higher than in the control group; for every experimental group with a frequency between 6-7, the number of re-scores will be lower than in the control group. The frequency of scores of the control group is mainly distributed at the average and good levels. Compared to the experimental group, fewer students in the control group received high marks. No student scored 10 points, although the experimental group had two papers totaling 10 points, which deserves special notice. Thus, it is possible to demonstrate that the student's mastery and understanding of the lesson in the experimental group are better than that of the students in the control group. In addition, the graph of the frequency of convergence of the scores of the test appears as follows:

The graph in Figure 2 shows that the experimental group's test scores are higher than those of the control class, indicating that the experimental students performed better on the tests. Furthermore, an independent t-test was conducted to test the null hypothesis, which states that test scores should be equal for the experimental and control groups and to see if the experimental results are correct. The following data in Table 3  depict the independent t-test results of the mean scores of the two groups.

Frequency of convergence of the test scores.

Table 3

Results of independent t-test of post-test.

The mean difference in the post-test scores of students in the experimental and control groups was tested utilizing an independent t-test with SPSS software. Descriptive statistics show that the mean value of the experimental and control classes is 7.7864 and 6.9630, respectively, and it is obvious that there is a difference. There is no distinction between the experimental and control groups, as determined by the sig. value in Levene's test, which equals 0.840 > 0.05. With a significance level of 0.05, the test results show that the sig. value (2-tailed) equals 0.001 (see Table 3 ). Therefore, the mean score difference between the two groups was statistically significant. Therefore, the null hypothesis is rejected, and the alternative hypothesis is accepted. Thus, the two groups' math academic achievements after the experiment differed. In particular, a mean deviation of 0.82332 between the experimental and control groups indicated that the experimental group had better academic achievement than the control group.

Furthermore, the effect size (ES) ( Cohen et al., 2011 ) was used to measure the pedagogical impact on the academic achievement of the two groups. With a standard mean difference (SMD) of 0.6717, it can be concluded that the experimental effects moderately influence the results of the two groups. As a result, it can be concluded that the experimental group's academic performance is better than the control group's based on the coordinates in the plane. By this, it can be understood that the application of blended learning has improved students' ability to study by themselves, allowing them to refine their knowledge and skills further and, therefore, facilitating their improved academic performance over those of the control group. Blended learning has improved students' self-study skills and academic achievement, which addressed research question 2 and, in part, question 1. Furthermore, the correlation between the two tests administered to the experimental group was addressed.

The correlation test results from Table 4 show that, with the sig. level (2-tailed) less than 0.05, experimental group scores in the two tests before and after the experiment are correlated. Accordingly, the Pearson correlation coefficient equals 0.867, showing that the correlation is strong. Furthermore, based on Figure 3 , the majority of the above scores are distributed about the line, indicating that students in the experimental group who achieved high scores in the pre-test would similarly achieve high scores in the post-test.

Table 4

Correlation between two tests of the experimental class.

∗∗ A significant correlation is found with a p-value of 0.01 (2-tailed).

∗∗ EG: Experimental group.

Scatter chart of experimental group data.

5.3. Experiment results

During the experiment phase, worksheets from students were collected and subjected to a qualitative analysis. Because the content of the experimental process is quite long and the amount of students' work is relatively large, the study only presents the analysis and qualitative assessment of the results of the students' work through two cycles of the reinforcement exercises No. 1 and No. 2. Both exercises were computational written questions. In exercise No. 1, students were asked to write the equation of a line passing through two points given to them in advance. When it came to exercise No. 2, students were asked to solve a broader range of problems, including finding the orthogonal projection of a point onto a line, writing the equation of a line passing through a given point while parallel to another line, and calculating the distance between a given point and a line.

After completing three periods of the lesson on equations of lines, students were asked to do the online reinforcement exercise at home for 60 min, and the following results were obtained. The criteria for assessing student work are shown in Table 1 .

Table 5 shows that, in contrast to what was seen in Table 4 , the number of students who had not completed the experiment was also very high (12/44). The grades of three additional students were lower, and one did not submit their test. A total of seven students swapped assignments with each other. It has been found that, by learning through online lectures and classroom lessons, many students increased their ability to apply their knowledge to solving math problems and presenting them on paper.

Table 5

Experimental results of exercise No. 1.

Figure 4 illustrates how student S02 mastered writing a general equation after self-study with online lectures on a straight line. However, her work was still quite faulty, and the problem solution was incorrect because it demonstrated that point B coordinates are the coordinates of the normal vector of line d . After completing all of her assignments in class with real-time corrections and feedback, she concluded her work, and it was found that she grasped the concepts and could use them to solve problems successfully. Since the results show that students in the experimental group did not demonstrate high learning efficiency when learning online at the early stages of becoming acquainted with blended learning, it can be assumed that students are less efficient learners when they first become acquainted with blended learning. They reinforced their learning in the face-to-face class through direct interaction with students. However, students' level of knowledge after online lessons was relatively good, which was a positive indication that the application of the flex model had achieved initial effectiveness.

The work of student S02 after learning through online lectures and studying in class.

Despite this degree of success, it was revealed that most assignments contained identical errors, as shown in Figure 5 . Because the reinforcement exercise was done at home, students could see and present the same things by sharing papers.

The work of students S11 and S27 has the same presentation and errors.

Despite this unexpected result, it was also a useful point of departure for the experiment; research by Adiguzel et al. (2020) on this issue also mentioned it. The researchers modified the instructional strategies and teaching measures to meet the students' learning interests and needs. Correspondingly, the research team improved communication and interaction between teachers and students, allowing students to know the teacher's enthusiasm for each student's progress. As a result of being encouraged to take on independent learning assignments, more students realized the value of developing their study techniques.

After assessing the students' work for reinforcement exercise No. 2, the research team obtained the following results.

Table 6 shows that the percentage of students whose work was considered "Well done" had increased considerably (from 32% to 50%) when compared with reinforcement exercise No. 1. The percentage of students who did not complete exercise No. 2 declined considerably (only 7%); here, two students received poor grades, and one student was absent (with permission). Blended learning made students comfortable with the blended approach and increased their ability to work independently.

Table 6

Experimental results of exercise No. 2.

To test the students' ability to self-study and search for solutions, the problem "Find the coordinates of the perpendicular projection of a point on the line" was given after the third and fourth periods of the class with no instructions given. Therefore, only a few students finished the problem but had great difficulty explaining how they solved it, and many students could not solve it. Some students became proficient in presenting the solution, but they had viewed the solution guide during the practice session of the online lecture and were, therefore, able to solve the problem (refer to Figure 6 ).

S25 student's work before and after instructions from the online lecture.

The findings discussed above can be used to make the following observations. The methodologies employed for most students were not sufficient to yield comprehensive results regarding self-study and self-analysis. Many students discovered the value of watching online lectures and understanding those lectures. Students improved their academic achievement by using online lectures, which allowed self-study to become more efficient and interesting.

Moreover, after the teacher gave feedback on the results of reinforcement exercise No. 1, the students in the experimental class no longer showed signs of referring to each other's work during reinforcement lesson 2; the exercises were prepared more precisely, and each student's approach to problem-solving exhibited more independence ( Figure 7 ). By completing their homework more quickly, the students in the experimental class improved their ability to work through their homework the first time they learned to use blended learning. Results from this study contributed to the development of answers to research questions 1, 2, and 3.

The work of students S11 and S27 in reinforcement exercise No. 2.

5.4. Observation results

Through online and classroom methods, the teachers in the experimental class learned about students' learning attitudes and assessed the effectiveness of math learning, which led to an answer for research questions 1 and 2 about improving students' learning activities and self-study abilities.

Category 1. Students' participation in learning activities.

Overall, students' main motivation for enrolling in online lessons was their anticipation of seeing visual images created by teachers. As students' understanding of the lesson improved, they became more open when speaking with the teacher and participating in group discussions.

The results show that the class atmosphere was quite lively while knowledge consolidation lessons were taking place. Furthermore, observations showed that most students remembered the information presented in the online lecture and expressed it in their own words after the teacher repeated it. Students applied their knowledge quickly and discovered solutions; they confidently offered their viewpoints and requested answers from teachers.

Most students were more active than passive with their teachers when providing feedback about their academic advancement. The research team concluded that this could be expected due to the blended learning method.

Category 2. Students' self-study abilities.

Students studied online before class, and their understanding of the lectures became much more complete. They were confident about their views, which led to discussion and an exchange of views on issues they did not understand, allowing them to gain knowledge and practice their communication skills.

They proved that they had improved their self-study and learning efficiency when they were able to work through the lessons. Students were well aware of the Internet's numerous resources for studying the lesson and finding math solutions. Independent learning is demonstrated in the work of these students who learned while applying blended learning methods.

The experimental class students achieved high self-study skills by having favorable attitudes, personalities, and aptitudes. Regarding attitude, they took personal responsibility for their learning, were bold and confident in taking on new challenges, and desired to learn more. Students exhibited an eagerness to learn and were proactive in demonstrating academic achievement. They were self-disciplined, determined, and confident, fulfilled their goals, enjoyed learning, and had a high level of curiosity. Students have skill sets that include classroom activities, managing their learning time and planning strategies. Self-study ability is also an aptitude, an inherent quality of each individual. However, this ability changes depending on the individual's use of blended learning. Because of this, students' ability to do independent research will be the central foundation that determines their success on the path ahead and helps them learn throughout life.

5.5. Student opinion survey results

After teaching the conventions for coordinates in the plane in the experimental class, we conducted a survey in the experimental class regarding the students' interest in blended learning.

Item 1. I am interested in learning the coordinates in the plane with classroom learning combined with online lectures.

Based on Table 7 , it can be observed that after students in the experimental class learned the conventions for coordinates in the plane with the application of blended learning, most of them felt more interested than when the traditional way of learning was applied (accounting for 59% of students). In particular, 16% of students thought this learning form interesting. In addition, some students (18%) found these two ways of learning equivalent, while a few (7%) appeared to be more interested in the conventional way of learning.

Table 7

Student responses to Item 1.

Item 2. I am satisfied with the quality of the online lectures that I have listened to in Google Classroom (content, audio, images).

The numbers in Table 7 show that 43% of students surveyed reported that they were satisfied with online lectures, and 21% reported being very satisfied, which illustrates that lectures were thoughtfully created with full content, were easy to understand and that students had a better understanding of the content when self-studying at home. However, a few students were still not satisfied with the quality of the lectures (9%), which means that the lectures still had a few areas that needed to be reconsidered or because this was a relatively new form of learning with which they were not familiar.

Item 3. Studying the conventions for coordinates in the plane employing blended learning helps me master and deeply understand the knowledge and skills needed to solve the learned math forms.

Nearly half of the students felt no difference between classroom learning combined with online lectures and the conventional learning method, whereas 41% agreed with Item 3. Nine percent strongly agreed with this method of learning, which helped them to master the knowledge they learned and improve their math problem-solving skills. These results show that the best way to assist students in learning is through a blended learning method that combines in-person instruction with online lectures (see Table 7 ).

Item 4. I find that classroom learning combined with online lectures will develop my self-study ability and make me feel more interested and effective in learning.

Based on Table 7 , the results show that most students agreed and strongly agreed (53% altogether) that blended learning positively impacted their ability to pursue self-study. This form of learning was highly supported and loved by students. They appreciated and respected it and recognized its benefits. In addition, some students thought there was no difference between this form of learning and the traditional way of learning (43%), and a few thought this form was ineffective (4%). This valuable feedback was extremely important for the research team, helping it to examine the experimental design and instructional methods carefully. In addition, these conclusions answered research question 3.

Moreover, some studies also found that students saw no difference between blended and comprehensive face-to-face learning ( Alammary, 2019 ). Given the need to use blended learning to cope with the fluctuations of the COVID-19 pandemic, which may affect students' school attendance, this is still considered a positive result. Thus, online distance learning helps students acquire knowledge, which supplements but does not completely replace classroom learning.

6. Discussion and limitations

The survey results and the knowledge gained in the classroom indicate that integrating blended learning into the protocols for the coordinates in the plane initially led to an improvement in the caliber of the learning activities carried out by the students. Blended learning helped students be more active in interacting with teachers by enhancing teacher-student communication online and through classrooms and interactive channels on social networks such as Facebook and Zalo ( Alammary, 2019 ; Alsalhi et al., 2021 ; Attard and Holmes, 2020 ; Barros et al., 2017 ; Hoyos et al., 2018 ; Kashefi et al., 2012 ; Miyaji, 2019 ; Mundt and Hartmann, 2018 ; Rifa'i; Sugiman, 2018; Sánchez-Gómez et al., 2019 ). When students' learning needs are heard, this is a great motivation to participate in learning activities actively ( Alsalhi et al., 2021 ; Barros et al., 2017 ; Cronhjort et al., 2018 ). Additionally, students can flexibly arrange study time and space (Akpan, 2015; Sánchez-Gómez et al., 2019 ; Uz and Kundun, 2018 ; Zhang and Zhu, 2017 ). Because of this, students have a more optimistic and self-assured approach to learning, whether attending a class in person or participating in an online discussion. This result is also indicated in several studies ( Alammary, 2019 ; Alsalhi et al., 2021 ; Alsalhi et al., 2019 ; Attard and Holmes, 2020 ; Balentyne and Varga, 2017 ; Lin et al., 2017 ; Mumtaz et al., 2017 ; Uz and Kundun, 2018 ).

Moreover, experimental studies have demonstrated that blended learning helps students improve their ability to work independently and their capacity for self-study. Many students relied on the assistance of their teachers, fellow students, and classmates because the blended learning model made it difficult for them to comprehend the material and find solutions to their problems. Nevertheless, many students found that their capacity for independent learning significantly increased by spending more time studying online and receiving support for both self-study and teacher-led self-study. Their research greatly enhanced the student's independent thought and creative problem-solving capacity. This is an accurate outcome in line with what was observed in the study ( Balakrishnan et al., 2021 ; Hori and Fujii, 2021 ; Kundun, 2018). In the area of knowledge, the findings of earlier studies regarding the superiority of traditional learning over blended learning in terms of attaining higher academic achievement were inconsistent ( Alammary, 2019 ; Alsalhi et al., 2021 ; Balentyne and Varga, 2017 ; Gambari et al., 2017 ; Kundu et al., 2021 ; Lin et al., 2017 ; Poon, 2013 ; Psycharis et al., 2013 ; Zhang and Zhu, 2017 ) or equivalent ( Alammary, 2019 ). In the framework of this study, given a rather small sample (fewer than 50 students) and in the condition that students have been familiar with online learning before, the experimental results have shown that students in the experimental group were superior to those of the control group, although the differences were not drastic. These findings align with the poll of student opinions taken in the class. In almost all survey questions, respondents said they had better efficiency when they learned online than face-to-face. The flex model enables educators and learners to create lessons that help students solidify their knowledge while giving them immediate feedback on how they are doing. Because of the resources and information teachers obtain through online interactions, they can assist students whenever required ( Adiguzel et al., 2020 ; Barros et al., 2017 ; Kerzˇič et al., 2019 ). In light of the increasingly complex conditions currently affecting the epidemic, the many different learning models available through blended learning are appropriate choices for teachers and students to follow to make safe and reasonable educational progress. These findings answer the research questions, indicating that blended learning positively affects students' learning activities, academic achievement, and self-study abilities, as well as students' recognition of the higher level of mathematics understanding and academic outcomes gained through blended learning compared to face-to-face learning. Accordingly, it can be said that the experiment's findings support the viability of using blended learning to teach mathematics in a classroom setting.

Despite this, there were still some restrictions regarding putting this unified instructional model into practice. It is reasonable to assume that students and teachers will be uncertain about using new technological devices and software within an educational setting because such tools are ( Attard and Holmes, 2020 ; Poon, 2013 ; Psycharis et al., 2013 ; Sánchez-Gómez et al., 2019 ). On the other hand, learning effectiveness depends greatly on students' active learning attitude and self-study abilities ( Cheng and Chau, 2016 ; Vasileva-Stojanovska, 2015 ); teachers can use the allowable duration of the experiment but not yet promote a positive learning attitude and improve the self-study abilities of each student. Because of this, the experiment cannot have a meaningful impact on all of the students who participated. In addition, given the limited number of samples used in the experiment, the experiment's results may only represent a subset of the population.

Therefore, it is important to acknowledge the constraints of blended learning to ensure its applicability in the real world, and preparations over the long term are required. Based on initially researching and implementing blended learning at high schools during the period of social distancing due to the epidemic, the research team considers it necessary to identify the blended teaching model as a new strategy for a learning society that needs attention and improvement. As a result, blended learning is a suitable strategy for teacher training institutions and educational managers to improve the quality of training for teachers, particularly pedagogical students, in utilizing information technology in the classroom. If students and teachers alike are interested in making the most of the opportunities presented by modern information technology in the classroom, they must have the appropriate training and resources. In addition, developing students' knowledge and abilities in the appropriate use of technology at the appropriate time is an additional necessary factor to increase the efficiency of online learning. On the other hand, for educators to successfully meet the demands of distance learning promptly, they need to emphasize enhancing their professional capacities, cultivating their technological abilities, and regularly updating themselves on the latest teaching trends.

7. Conclusions

The experiment's results with a sample of 90 students in the tenth grade confirmed that blended learning had improved students' self-study skills and academic achievement. The t-test analysis of the post-test results for the two groups, using a significance level of 0.05 and a sig value (2-tailed) of 0.001 (see Table 3 ), demonstrated that the experimental group was successful in attaining higher academic achievement than the control group. In addition, the experimental group's results. Consequently, it can be concluded that the application of blended learning has improved students' self-study abilities, allowing them to refine their mathematical knowledge and skills and improving their performances. Students learning attitudes, self-study abilities, and academic achievement all improved as a result of blended learning, as indicated by observations and a survey of students' opinions, which also indicated that blended learning had increased student interactions with teachers. Due to the novelty of the new method for both students and teachers, the study still had some limitations that prevented it from significantly impacting. In addition, the experiment's results might only be representative of a subset of the population due to the limited size of the sample.

A positive impact has been made on learning efficiency, as well as the stimulation of a positive learning attitude and the development of student's ability to study on their own, thanks to the teaching model that has been combined with a system of lesson plans and lectures designed to suit online teaching and supported by Google Classroom. The ability of students to conduct their research and engage in self-discovery with the assistance of technological tools is one of the characteristics of blended learning models that can vary significantly depending on the model used. One more characteristic of blended learning models that can contribute to increased student achievement is improving the communication between teachers and their respective classes. In addition, they are less expensive, simpler to implement, and superior for educational purposes. The results of this study lend credence to the characteristics of blended learning, and the conclusions drawn from it call for the creation of specialized software, websites, and other resources of a similar nature that can be utilized by both instructors and students in particular models of blended learning.

The findings of this study supported the efficacy and applicability of blended learning and the flex model in the context of mathematics education in Vietnam, which encourages Vietnamese math and other subject educators to integrate blended learning into their instruction. The findings of this study can also be used as a guide by educators considering incorporating blended learning strategies into their lesson plans. The literature review also helped shed light on the pros and cons of various blended learning models, which aided educators in making informed decisions about which models would be most effective in a given setting. From managerial insights, the results of this study indicate that it is applicable to adopt blended learning in the mathematics curriculum, which may lead to changes in the subject's curriculum, teaching plans, and professional training plans for teachers. Moreover, the applicability of the flex model in teaching mathematics may provoke their interest in investigating the effectiveness and applicability of other blended learning models in teaching, leading to further studies on the application of different blended learning models in mathematics education.

When implementing blended learning in the classroom, additional studies can concentrate on researching or developing software and websites to deal with teaching and learning within blended learning models, identifying additional solutions to ease the workload of teachers, and drawing conclusions when applying blended learning in subjects or grades where technology devices may be a challenge for teachers and students. Additionally, research issues that can be considered include expanding the scope of research on the influence of blended learning on other subject areas or conducting the study with larger sample size.

Declarations

Author contribution statement.

Duong Huu Tong: Conceived and designed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.

Bui Phuong Uyen: Conceived and designed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data.

Lu Kim Ngan: Conceived and designed the experiments; Performed the experiments; Analyzed and interpreted the data; Wrote the paper.

Funding statement

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Data availability statement

Declaration of interest's statement.

The authors declare no conflict of interest.

Additional information

No additional information is available for this paper.

Acknowledgements

As participants in the study, we would like to thank those who filled out the research instrument. Also, with great appreciation, we thank Mr. Lam The Nghiem for his efforts as a teacher in organizing the experiment and assisting us in collecting data from his students.

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