Implementing Blended Learning at the HSC Level to Reduce Educational Barriers, Socio-economic Inequality and Enhance Student Success Begum Mahmuda1, Sarkar Prosannajid2,*, Pervez A.H.M.S.3, Md Pramanik Ruhul Amin4, Mst Ferdous Nasima4, Md. Islam Saiful5 1Govt. Begum Rokeya College, Rangpur, Bangladesh 2Dr. Wazed International Research and Training Institute, Begum Rokeya University, Rangpur, Bangladesh 3Peergachha Govt. College, Peergachha, Rangpur, Bangladesh 4Haragach Government College, Haragach, Kaunia, Rangpur, Bangladesh 5Government Bakergonj College, Barishal, Bangladesh *Corresponding author: drpsarkarwri@gmail.com
Online Published on 24 June, 2024. Abstract In order to reduce educational hurdles, alleviate socio-economic inequality, and promote greater student achievement, this study investigates the use of blended learning approaches at the Higher Secondary Certificate (HSC) level. Combining traditional classroom instruction with digital learning materials offers a viable solution to the problems traditional education institutions continue to encounter in fulfilling the different demands of students. The study combines qualitative information from reviews and focus group talks with a narrative review methodology. The main goal is to investigate how blended learning affects academic performance, especially in environments where socio-economic inequality is present. To develop a holistic blended learning environment, the study framework combines interactive online resources, technology-enhanced learning platforms, and traditional classroom instruction. Blended learning aims to address issues including inequalities in educational infrastructure, resource scarcity, and geographic limitations by accommodating different learning styles and offering flexibility in obtaining educational content. Additionally, by examining blended learning’s impact on students from various socio-economic backgrounds, this study explores the possibility of using it to close socio-economic gaps. According to research, blended learning at the HSC level reduces conventional obstacles to education and has a favourable impact on student success metrics. Furthermore, the study clarifies how technology may be used to level the playing field and encourage inclusivity for students from underprivileged backgrounds. This research adds to the current conversation about innovative teaching practices in education by supporting the thoughtful application of blended learning at the HSC level. The study’s conclusions have consequences for educational institutions, legislators, and teachers looking for practical ways to lower obstacles to learning, deal with socio-economic disparities, and improve all-around student achievement in varied learning environments. Top Keywords Blended Learning, HSC Level, Educational Barriers, Technology Integration, Digital Literacy. Top |