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Time for Attitudinal Change and Critical Thinking: Implementing Blended Learning in an Indian Elementary Classroom

Time for Attitudinal Change and Critical Thinking: Implementing Blended Learning in an Indian Elementary Classroom

Arnab Kundu, Tripti Bej
Copyright: © 2022 |Volume: 14 |Issue: 1 |Pages: 17
ISSN: 1935-5661|EISSN: 1935-567X|EISBN13: 9781683180401|DOI: 10.4018/IJICTHD.297523
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MLA

Kundu, Arnab, and Tripti Bej. "Time for Attitudinal Change and Critical Thinking: Implementing Blended Learning in an Indian Elementary Classroom." IJICTHD vol.14, no.1 2022: pp.1-17. http://doi.org/10.4018/IJICTHD.297523

APA

Kundu, A. & Bej, T. (2022). Time for Attitudinal Change and Critical Thinking: Implementing Blended Learning in an Indian Elementary Classroom. International Journal of Information Communication Technologies and Human Development (IJICTHD), 14(1), 1-17. http://doi.org/10.4018/IJICTHD.297523

Chicago

Kundu, Arnab, and Tripti Bej. "Time for Attitudinal Change and Critical Thinking: Implementing Blended Learning in an Indian Elementary Classroom," International Journal of Information Communication Technologies and Human Development (IJICTHD) 14, no.1: 1-17. http://doi.org/10.4018/IJICTHD.297523

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Abstract

The main purpose of this empirical study was to investigate the effects of blended learning on students’ learning attitude and critical thinking. Secondarily to probe into teachers’ perceptions on blending potentials in an underprivileged elementary classroom. A design study was conducted among 50 children from a fifth standard class of a government-run Indian elementary school. Findings revealed a significant difference in students' learning attitude towards the designed courses between the two cycles, in favour of the post blended implantation stage. This difference, which emerged during ten weeks, was found gender-neutral. The blended model was more effective for inspiring students’ critical thinking compared to the traditional learning model. Further, this study exclusively reports a positive correlation between students’ learning attitude and critical thinking faculties. The study concludes that blending was more effective for students’ learning attitude and critical thinking even in a school with poor technological infrastructure and underprepared yet willing teachers.