TITLE: The Role of Attitudes toward Blended Learning Approach in Students'

Performance in Science Subject

According to Tang and Chaw’s study on 2013, there are six learning aspects through which
students’ attitudes can be examined towards blended learning: learning flexibility, online
learning, study management, technology, online interaction, and classroom learning. The first
learning aspect is learning flexibility. It is the benefit of blended learning in providing time
efficiency and location convenience for the learners. The second learning aspect is online
learning. It is the time to reflect on the students' responses in order to express their thoughts
better. The third learning is study management. This describes the aspect as a self-regulated
learning process in which learners make an intended effort to plan, to manage, and to direct
learning activities as well as to share learning responsibility with their instructors. The fourth
learning aspect is technology. IT is a key enabler for blended learning. The fifth learning aspect
is online interaction. It is an important aspect in the learning process and should be incorporated
into a blended learning. The sixth and the last learning aspect which will help to examine student
attitudes toward blended learning is classroom learning. Classroom learning provides another
means of learning in which students are involved in spontaneous verbal communication in a
permanent physical setting (Chaw & Tang, 2013). These six learning aspects indicates the
students readiness or attitudes for blended learning.
Students who develop positive attitudes toward blended learning finds the subject more
interesting and interacting. Applying blended learning approach has a significantly positive
impact to students' attitudes to learn. Also, the learners' satisfaction to a subject delivered by the
means of blended learning is connected to the instructional setting (Akbarov, Gonen & Aydugan,
2018)