The Effectiveness of Synchronous and Asynchronous Blended Teaching Plan for Preschool Education Major Students at The Institute of Teacher Education in Ningxia Province, People Republic of China
DOI:
https://doi.org/10.60027/ijsasr.2023.3442Keywords:
Chorus and Conducting Course;, Preschool Education Major; , Synchronous Blended Teaching Plan; , Asynchronous Blended Teaching Plan; , Teaching EffectivenessAbstract
Background and Aims: In recent years, the role of choral conducting courses in China's basic education has been receiving more and more attention. A sudden increase in the demand for chorus and conducting courses in primary school has led to a shortage of teachers in this professional field in underdeveloped areas such as Ningxia. To efficiently train more primary school teachers who possess choral conducting skills for basic education has become the primary focus of colleges and universities offering primary school education majors. The purpose of this article is to explore whether synchronous and asynchronous blended teaching plans can achieve, or even surpass, the academic performance of traditional educational methods while enhancing the efficiency of the curriculum.
Methodology: This quasi-experimental study aims to investigate the effects of various teaching plans on participants’ outcomes. The participants consist of students engaged in a chorus and conducting an education setting. In this research procedure, the 39 participants were divided into three groups, each experiencing a different teaching method: the traditional teaching plan group, the synchronous blended teaching plan group, and the asynchronous blended teaching plan group. After implementing the teaching plans, standardized tests are administered to all three groups to measure their learning outcomes and performance. The collected data, comprising participants' test scores, will undergo statistical analysis using ANOVA and the Paired T-test.
Result: The final research results indicated that there was no statistically significant difference in the performance of the three participant groups. In other words, all three teaching plans exhibited a positive effect on participants' performance, with similar degrees of improvement. When considering average scores in sub-subjects, participants in the blended program generally outperformed those in the traditional style.
Conclusion: The blended teaching plan combines the convenience of online teaching with the benefits of offline practical instruction. The researchers contend that employing a blended teaching approach can enhance course efficiency, offering a viable alternative to the traditional teaching method.
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