Abstract:
The study investigated the impact of blended learning on students using IBOX platform. A blended learning environment was designed to provide opportunity for integrating the learning management system “moodle” with face-to-face classroom interaction. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. The study was underpinned by social constructivist framework. Data collection involved semi-structured interviews with ten senior high school teachers. The findings revealed that the use of blended learning technology approaches in teaching increased students’ performance. It was recommended that training should be provided to teachers to address their varying needs on blended learning development. Teachers need for appropriate technological orientation to the IBOX platform must be considered for both students and teachers
