Asked 2nd Jul, 2022

Effects of blended learning on senior secondary school students achievement and retention in Chemistry?

I am carrying out a Research on the effect of blended learning on senior secondary school students achievement and retention in Chemistry. Could someone
help me with materials?

Most recent answer

20th Aug, 2022
Emmanuel Obodo
Enugu State University of Science and Technology
Thanks so much Mr. Faroum. Am grateful

All Answers (5)

3rd Jul, 2022
Mariela González-López
Secretaría De Educación Pública
Hi Obodo, It is important to know this first: To develop the retention skill, it is important to teach to observe in an orderly manner, to know how to compare, represent and describe abstractly. This means, to address retention, first teach the skills of orderly observation, comparison, classification, resentment and then the concept of retention and how to develop it. Kind regards
8th Jul, 2022
Jimela Dora Kialo
The Papua New Guinea University of Technology
Firstly, are all your ethical issues in order? If not, then seek confirmation first from those so-called gatekeepers such as the education department and the health department through the provincial education Boards and Provincial health Authorities.
8th Jul, 2022
Stylianos Mystakidis
University of Patras
Dear Emmanuel, I suggest studying retention in the context of deep meaningful learning. In this way, retention leads to durable, lasting knowledge and skills tranfer to authentic settings, a staple of quality education. Another suggestion is applying a game-informed strategy such as playful design (playification), gameful design (gamification) or serious games (e.g. escape rooms). Here are some materials on relevant studies that should be useful.
DeLotell, P. J., Millam, L. A., & Reinhardt, M. M. (2010). The Use of Deep Learning Strategies in Online Business Courses to Impact Student Retention. In American Journal of Business Education (Vol. 3, Issue 12, pp. 49–56).
Fragkaki, M., Mystakidis, S., Hatzilygeroudis, I., Kovas, K., Palkova, Z., Salah, Z., Hamed, G., Khalilia, W. M., & Ewais, A. (2020). TPACK Instructional Design Model in Virtual Reality for Deeper Learning in Science and Higher Education: From “Apathy” to “Empathy.” 12th Annual International Conference on Education and New Learning Technologies (EDULEARN20), 3286–3292.
Herodotou, C., & Mystakidis, S. (2015). Addressing the Retention Gap in MOOCs: Towards a Motivational Framework for MOOCs Instructional Design. 16th Biennial EARLI Conference for Research on Learning and Instruction Proceedings.
Mystakidis, S. (2021). Deep Meaningful Learning. Encyclopedia, 1(3), 988–997.
Mystakidis, S., Berki, E., & Valtanen, J.-P. (2019). The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life‑Long Distance Education. Electronic Journal of E-Learning, 17(2), 66–78.
Mystakidis, S., Cachafeiro, E., & Hatzilygeroudis, I. (2019). Enter the Serious E-scape Room: A Cost-Effective Serious Game Model for Deep and Meaningful E-learning. 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA), 1–6.
Yang, K.-H., & Chen, H.-H. (2021). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 1–16.
16th Aug, 2022
Ibraheem Kadhom Faroun
Al Muthanna University
This study that should be useful.
good luck
20th Aug, 2022
Emmanuel Obodo
Enugu State University of Science and Technology
Thanks so much Mr. Faroum. Am grateful

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