Investigating the impact of blended learning on academic performance in a first semester college physics course

This study investigates the impact of blended learning—which combines face-to-face classroom instruction with online-mediated instruction—in the context of Collège d’enseignement général et professionnel (CEGEP) pre-university science students. Although blended learning is a relatively recent addition to the college science classroom, studies have demonstrated that blended learning can create a more positive and active learning environment, and enhance both the quality of instruction and student learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) education. Today, blended learning approaches are increasingly adopted in classrooms across North American colleges and universities, yet blended learning has received limited attention in the context of CEGEP pre-university programs. The present study sought to address this gap by examining the effectiveness of instruction in the mechanics course in the physics pre-university program at an English CEGEP, comparing the blended learning approach and the traditional lecture-based instruction. The results suggest that the blended learning approach leads to more conceptual change, acquisition of more skills, and higher performance. The findings of this research provide valuable implications and encouragement for future implementations of blended learning in CEGEPs.