The Impact of Blended Learning with TikTok on The Crop Production Technology Course at An Agricultural School, Hebei, China
Article Sidebar
Main Article Content
Abstract
Background and Aim: Integrating social media platforms like TikTok into education has dramatically improved learning experiences, as TikTok can provide engaging, small-scale teaching content for courses. This study investigates the impact of blended learning with TikTok on student performance in the crop production technology course at Tangshan Agricultural School in Hebei, China. It aims to assess differences in student performance between blended learning with TikTok and traditional teaching methods, evaluate student acceptance and satisfaction with TikTok as a learning tool, and determine TikTok’s impact on learning motivation, clarity of instructional content.
Methodology: A quasi-experimental design involved 100 students divided into two groups: 50 in the blended learning with TikTok group and 50 in the traditional learning group. Pre-tests and post-tests were administered, and the resulting data were analyzed using paired t-tests and independent t-tests in Jamovi software. Additionally, a questionnaire was distributed to assess student acceptance and satisfaction.
Results: The blended learning with the TikTok group significantly outperformed the traditional learning group in theoretical knowledge, practical skills, and decision-making ability (p < 0.001). Additionally, students in the blended learning with TikTok group exhibited greater acceptance (mean = 4.46), satisfaction (mean = 4.44), learning motivation (mean = 4.45), and clarity of instructional content (mean = 4.50) with TikTok as a learning tool. These results confirm that blended learning with TikTok is more effective than traditional teaching methods in improving student learning outcomes, aligning with the research objectives.
Conclusion: This research demonstrates that integrating TikTok into a blended learning framework significantly enhances students' academic performance in the crop production technology course. Additionally, students expressed high satisfaction with their experience using the TikTok platform. The findings highlight the effectiveness of TikTok in agricultural education and suggest that incorporating TikTok into blended learning models can modernize agricultural education, making education more engaging and accessible.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the International Journal of Sociologies and Anthropologies Science Reviews is retained by the author(s) under the under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
Al-Ayed, S., & Al-Tit, A. H. M. A. D. (2021). Factors affecting the adoption of a blended learning strategy. International Journal of Data and Network Science, 5(3), 267–274.
Al-Huneidi, A., & Schreurs, J. (2011). Constructivism-based blended learning in higher education. International Journal of Emerging Technologies in Learning, 6, 581–591.
Bernard, A. V. (2021). Expanding ESL students' vocabulary through TikTok videos. Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 11(2), 171–184.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26, 87–122.
Cheng, X., Mo, W., & Duan, Y. (2023). Factors contributing to learning satisfaction with blended learning teaching mode among higher education students in China. Frontiers in Psychology, 14, 1193675.
Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(3), 605–616.
De Souza, D., & Costa, D. (2021). Public policy for social inclusion in higher education and extension: Experience report. Revista Brasileira de Enfermagem, 74(6), e20210111. https://doi.org/10.1590/0034-7167-2021-0111
Deegan, D., Wims, P., & Pettit, T. (2015). The Potential of Blended Learning in Agricultural Education of Ireland. International Journal of Agricultural Science, Research and Technology in Extension and Education Systems. 5, 53-64.
Deegan, D., Wims, P., & Pettit, T. (2016). Practical skills training in agricultural education—A comparison between traditional and blended approaches. Journal of Agricultural Education and Extension, 22(2), 145–161.
Elaine, F., & Fuady, I. (2022). The effectiveness factors of student learning through TikTok media with the application of the TAM model. Jurnal Pendidikan Multimedia (Edsence), 5(1), 01–10.
Garcia, R. L., Juanatas, J. B., & Juanatas, M. B. (2022). TikTok as a knowledge source for programming learners: A new form of nanolearning? SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4122693
Graham, C. R. (2006). Blended learning systems. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer Publishing.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th ed.). Pearson.
Huebner, E. J. (2022). TikTok and museum education: A visual content analysis. International Journal of Education through Art, 18(2), 209–225.
Isa, I. A. M. (2023). The acceptance of TikTok as a tool in English language learning among university students. Arab World English Journal (AWEJ), 14(3), 445–461.
Isaac, M. E., Dawoe, E., & Sieciechowicz, K. (2009). Assessing local knowledge use in agroforestry management with cognitive maps. Environmental Management, 43(6), 1321–1329. https://doi.org/10.1007/s00267-008-9195-1
Li, B., Yu, Q., & Yang, F. (2023). The effect of blended instruction on student performance: A meta-analysis of 106 empirical studies from China and abroad. Educational Research and Evaluation, 29(1), 1–25. https://doi.org/10.1080/13803611.2023.2181234
Lottering, R. A. (2020). Using social media to enhance student engagement and quality. South African Journal of Higher Education, 34(5), 109–121.
Ma, L., Zhao, Y., Han, Y., & Yu, H. (2014). Research and application of blended learning mode under the network environment. Applied Mechanics and Materials, 687–691, 2510–2512.
Mishra, A., Sharma, R., & Kumar, S. (2016). The role of machine learning in evaluating theoretical knowledge: Enhancing objectivity and accuracy. International Journal of Educational Technology and Learning, 5(2), 45–52. (Note: Placeholder – verify actual source)
Nagy, L. (2009). Some possibilities for risk analysis in the decision support of crop production. Applied Studies in Agribusiness and Commerce, 3(1), 79–85.
Northey, G., Bucic, T., Chylinski, M., & Govind, R. (2015). Increasing Student Engagement Using Asynchronous Learning. Journal of Marketing Education, 37(3), 171-180. https://doi.org/10.1177/0273475315589814 (Original work published 2015)
Oyesola, O. B. (2007). Students’ assessment of the farm practical program in selected universities of Southwestern Nigeria. Journal of Agriculture, Forestry and the Social Sciences, 5(2).
https://doi.org/10.4314/joafss.v5i2.46700
Panyakom, R., Poungsuk, P., Intorrathed, S., & Hongmaneerat, K. (2020). A new way of agricultural farm work is to facilitate dual education between vocational education and upper secondary school curricular programs. Journal for the Education of Gifted Young Scientists, 8(2), 935–946.
Salasac, C., & Lobo, J. (2022). The rise of TikTok during the pandemic: Association between TikTok consumption and students’ engagement. International Journal of Education, Science, Technology, and Engineering (IJESTE), 5(2), 69-75.
Septiani, R. D., & Rustaman, N. Y. (2017). Implementation of performance assessment in STEM (Science, Technology, Engineering, Mathematics) education to detect science process skills. Journal of Physics: Conference Series, 895(1), 012163. https://doi.org/10.1088/1742-6596/895/1/012163
Shamraiuk, O., Shamraiuk, V., & Shamraiuk, I. (2022). Application of TikTok in the educational process of higher education institutions. International Journal of Education and Science, 5(2), 45–52. https://doi.org/10.33200/ijes.2022.5.2.5
Wang, S., Sun, Z., Li, M., Zhang, H., & Metwally, A. H. S. (2024). Leveraging TikTok for active learning in management education: An extended technology acceptance model approach. The International Journal of Management Education, 22(3), 101009.
Willock, J., Deary, I., McGregor, M., Sutherland, A., Edwards‐Jones, G., Morgan, O., Dent, B., Grieve, R., Gibson, G., & Austin, E. (1999). Farmers' attitudes, objectives, behaviors, and personality traits: The Edinburgh study of farm decision-making. Journal of Vocational Behavior, 54, 5–36.
Ye, L., Kuang, M., & Liu, S. (2022). ICT self-efficacy, organizational support, attitudes, and the use of blended learning: An exploratory study based on English teachers in basic education. Frontiers in Psychology, 13, 941535.
ZULKIFLI, N. N., LETCHUMANAN, M., KAMARUDIN, S., ABD HALIM, N. D., & HASHIM, S. (2022, November). A Review: The Effectiveness of Using TikTok in Teaching and Learning. In International Conference on Computers in Education (pp. 287–292).
