Predictors of adolescents’ science learning in blended learning: Prior knowledge, reading proficiency, self-efficacy and regulation

Abstract

The goal of this study was to explore effects of using blended learning with a science unit in middle school students. We examined how student characteristics were related to learning outcomes as measured by a posttest and an exit survey. Seventh-grade students from a low SES school were taught heredity unit with blended learning. Students completed some tasks digitally on their own, followed by activities and discussions in the classroom. The students performed better on the posttest if they had higher reading proficiency, better background knowledge and higher self-efficacy and regulation, thus replicating the usual patterns found with traditional learning contexts. The affective outcome (enjoyment, interest) was predicted by both reading proficiency and self-efficacy and regulation, but not prior knowledge. These results indicate that benefits of technology may vary as a function of student characteristics.