The Effects of Blended Learning on Undergraduate Students’ Conceptual Understanding of Chemical Bonding and Molecular Geometry

Abstract

Abstract Understanding how blended learning (BL) influences undergraduate students’ conceptual understanding of chemical bonding and molecular geometry (CBMG) remains an important yet underexplored area in higher education, particularly in developing contexts. This study examined the effects of the BL approach on undergraduate students’ conceptual understanding of CBMG. A mixed-methods approach with a nonequivalent control group quasi-experimental design was employed. A total of 86 undergraduate students (59 male and 27 female) from Bahir Dar University in Ethiopia participated in the study. Two intact classes were randomly assigned to an intervention group (IG; n = 42), which received BL instruction, and a comparison group (CG; n = 44), which was taught using conventional teaching methods (CTM). Quantitative data were collected using a Three-Tier Conceptual Understanding Diagnostic Test (TTCUDT), while qualitative data were gathered through semistructured interviews. The results showed a statistically significant difference in posttest conceptual understanding scores between the groups, favoring students in the BL condition. The findings further indicated that BL enhanced students’ scientific knowledge and reduced misconceptions (MCs) regarding CBMG concepts compared with CTM. However, no statistically significant gender differences were observed in students’ conceptual understanding. Overall, the results suggest that BL is an effective instructional strategyfor improving undergraduate students’ conceptual understanding of chemistry, and supports the integration of technology to promote meaningful learning.