Mode-method interaction: The role of teaching methods on the effect of instructional modes on achievements, science process skills, and attitudes towards physics

Abstract

The purpose of this study is to explore the effects of instructional mode, methods, and interaction between them. In order to achieve this purpose, two two-level-independent variables were defined, teaching modes (blended vs. face-to-face) and teaching methods (expository vs. inquiry). Thus, a 2×2 factorial design was performed with four treatment groups of 314 students. Before and after the treatments, pre-tests and post-tests on achievement in electricity concepts, science process skills, and attitudes toward physics were administered. For the analysis of the data multivariate analysis of covariance were performed. It was found that the effect of blended mode is not dependent upon the teaching methods implemented. Related to the effects of instructional mode; blended instruction is more effective than face-to-face instruction in supporting students' achievement in electricity and science process skills. Additionally, it was found that the expository teaching method is as effective as the inquiry teaching method.