The Efficacy of Blended Learning in Enhancing Lebanese Grade 9 Students’ Competence in Writing

Abstract

Using Blended Learning in the educational setting is proving to be promising since it has the credit of combining face-to-face instruction with online instruction, and this enriches the instructional settings by providing further innovative teaching and learning opportunities. The present study investigated the efficacy of using blended learning in comparison to the traditional method of instruction in developing the writing skills of the ninth-grade students in two Lebanese secondary public schools. The sample of the study consists of 66 students who were divided in an experimental group (32) and a control group (34). The ADDIE design of instruction was designed and employed on Google Classroom to address the needs of the students and the objectives of the Lebanese curriculum; various online resources were designed only for the participants in the experimental group, while the control group had face -to -face instruction with a student-centered approach. The experiment lasted for 8 months during the scholastic year (2023/2024). A pre-test and post-essay writing test was used to measure the effectiveness of blended learning in enhancing essay writing skills. Results showed that there were significant differences in favor of the experimental group.