Abstract
The current investigation is an attempt to explore the attitude of students and teachers towards the incorporation of blended instructional approach in learning social science subject at the secondary level of schooling. The research is guided by three major objectives: a) to evaluate the attitude of both students and teachers towards blended instructional approach in social science learning; b) to compare the mean scores of students’ attitude towards blended instructional approach in terms of gender; and c) to explore the major challenges towards integration of blended instructional approach in social science. Descriptive survey method was adopted in order to conduct the investigation. 50 students from one public high school and 50 teachers from eight public schools from Jorhat district of Assam constitute the sample of the present study. The selection of the samples was done through random and purposive sampling techniques. Two self-developed attitude scales along with a questionnaire were used as research tools for data collection. The findings of the research revealed that majority of both the students and teachers have a moderate attitude level towards blended learning approach and no significant difference exists between male and female students’ attitudes towards this particular approach in learning social science. The study further concluded that majority of the teachers found unequal access to technology among students, lack of adequate training regarding integration of blended pedagogy and limited technological infrastructure are considerable challenges that hinders the process of effective incorporation of the specific pedagogical approach.
Keywords: Blended Pedagogy, Challenges, Secondary Schooling, Social Science, Students’ Attitude, Teachers’ Attitude.