Blended Classroom: a Study Case With K12 Students
DOI:
https://doi.org/10.18264/eadf.v10i1.984Abstract
The motivation of the K12 students demands didactic situations that accompany the speed of the information transmitted in an attractive way, generating positive impact on the school performance. In this context, the overall objective of this study was to evaluate the motivation of students who underwent educational intervention based on a mixed method of teaching science called "hybrid classroom". This model is made up of face-to-face classes and activities in the virtual learning environment. After the intervention, the MSLQ (Motivated Strategies for Learning Questionnaire) questionnaire was applied to two distinct groups of K12 students from a public school in the state of Rio de Janeiro. The results showed that there was a statistically significant difference in the mean values "‹"‹of motivation of groups 1 and 2, respectively. Participants who underwent educational intervention obtained higher mean values "‹"‹of motivation for orientation to intrinsic goals, orientation to extrinsic goals, activity valorization, learning control and self efficacy for learning in relation to participants who did not undergo educational intervention. It is concluded that the teaching method "hybrid classroom" has proved to be an innovative approach and able to raise the average levels of scores of motivational dimensions in students in the context studied during science teaching.
Keywords: Science education. Motivation. Blended learning.
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