BLENDED LEARNING AS A PEDAGOGICAL STRATEGY: EXPLORING STUDENT PERCEPTIONS AND LEARNING OUTCOMES AT THE GRADUATE LEVEL

Abstract

This study investigates blended learning as a pedagogical strategy by examining graduate students’ perceptions of its challenges and its impact on academic achievement. The primary objectives were to explore the difficulties faced by students in blended learning environments and to assess how such instructional methods influence their learning outcomes. A quantitative research approach was employed, and data were collected through a structured questionnaire administered to a sample of 100 graduate learners from Multan. The questionnaire measured students’ experiences regarding technical, academic, and social challenges, as well as the perceived effectiveness of blended learning in enhancing knowledge acquisition, critical thinking, and motivation. Data analysis was conducted using SPSS version 26, and descriptive statistics, including mean scores and standard deviations, were calculated to interpret students’ responses. The findings reveal that students generally perceive blended learning positively, highlighting its contribution to improved academic performance, better understanding of course content, and enhanced independent learning skills, despite facing challenges such as technical issues, time management difficulties, and occasional social isolation. High mean scores indicate that students acknowledge the effectiveness of blended learning in promoting cognitive and motivational benefits. These results align with prior research demonstrating the advantages of blended instructional approaches in higher education. The study concludes that blended learning is a valuable pedagogical strategy for graduate-level education, and it recommends institutional interventions to address technological and instructional challenges to maximize student learning outcomes.

Keywords: Blended learning, Graduate students, Academic achievement, Student perceptions, Quantitative research, SPSS analysis, Pedagogical strategy.