Impact of Teachers’ Technology Integration in Blended Learning on Students’ Active Participation and Academic Performance at University Level
DOI:
https://doi.org/10.63062/tk/2k25a.41037Keywords:
Blended Learning, Technology Integratio, Active Participation, Academic Performance, Higher Education, University Students, Quantitative Research, Linear Regression, Khyber PakhtunkhwaAbstract
This study examines the "Impact of Teachers' Technology Integration in Blended Learning on Students' Active Participation and Academic Performance at the University Level" in southern Khyber Pakhtunkhwa. Using a descriptive and quantitative research design, the study focuses on BS, M.Phil., and Ph.D. students from five universities in the region, with a population of 2,861. A sample of 341 students was selected through stratified random sampling, and data was collected via a 5-point Likert scale questionnaire, achieving a 94% response rate. Linear regression analysis was used to test two hypotheses: (1) whether teachers' technology integration has no significant effect on students' active participation, and (2) whether it has no impact on academic performance. The findings aim to provide valuable insights for educators, curriculum developers, and policymakers to enhance blended learning strategies, foster student engagement, and improve learning outcomes. The study is geographically limited to southern Khyber Pakhtunkhwa, ensuring context-specific recommendations for improving technology-integrated education in the region.
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