A COMPARISON OF STUDENT KNOWLEDGE BETWEEN TRADITIONAL AND BLENDED INSTRUCTION IN A PHYSICAL EDUCATION IN EARLY CHILDHOOD COURSE

Blended learning model combines different advantages of face to face education and elearning
to ensure an effective learning environment for students. The purpose of this
study was to investigate the impact of traditional and blended instruction, in students´
knowledge in a Physical Education in Early Childhood course. For the purpose of this study
a knowledge test was created and item analysis and validity and reliability tests were
conducted. The course was developed to meet the learning needs of students and the
course’s objectives. The curriculum lasted 13 weeks and included for the traditional
instruction 12 face to face lectures and for the mixed 7 face to face lectures and 6 on line
lectures. The software platform supporting the operation of blended instruction was the
course management system E-Class. The study involved 60 students, (35 men, 25 women)
aged 19-23 years old (M=20,22, SD=.98). Data analysis indicated that the knowledge test
was valid and reliable. Although both groups improved their cognitive learning in this
course, the blended learning group was more successful than the traditional on students´
achievement. Based on the findings, blended instruction appears as an alternative teaching
practice that should be embraced by educators, in order to assist students to improve their
performance.