Traditional Versus Blended Learning Method: a Comparative Study on its Effectiveness in Business Communication Course

 Traditional Versus Blended Learning Method: a Comparative Study on its Effectiveness in Business Communication Course  
Fahad AlShahrani1 and Gilbert M. Talaue2, 1Royal Commission of Jubail, Kingdom of Saudi Arabia and 2Jubail University College, Kingdom of Saudi Arabia
https://aircconline.com/ijait/V8N6/8618ijait01.pdf

ABSTRACT
This article presents a descriptive comparative study on two methods of teaching, the traditional and blended learning pedagogical approach in a Business Communication course. Forty-four (44) students from the two controlled groups were enrolled in the course for the first semester of school year 2017-2018 participated in the study. The findings indicated that respondents’ performance in ENGL118 (English Composition) had an effect on their performance in US261(Business Communication) and there was a significant positive relationship between year level and final grade in BUS261. Therefore, it was concluded that the year level and grade in ENGL118 have correlationson student’sperformance in BUS261. The results of the assessments of the two groups were compared and indicated a significant difference in the results which was influenced by respondents’ year level and mode of conducting assessments. It is further concluded, that if the characteristics of both groups were the same, blended would have been more effective than the traditional method.This study recommends adopting the blended pedagogical approach not only in BUS261 course but also to other courses as applicable.
KEYWORDS
Flipped Class, Blended Learning, BlackBoard, Business Communication, Teaching Pedagogy.