ISSN: 2226-6348
Open access
Blended learning, an integration of traditional face - to - face and online learning, has gained significant attention in education. Teacher training institutions, vital for shaping future educators, struggle with traditional teaching issues like low classroom efficiency. This study delves into how blended learning impacts students' learning efficiency in these institutions.Two research questions guide the study. One, to what degree does blended learning enhance students' academic performance compared to traditional methods? Two, how does it influence students' motivation, classroom participation, and learning efficiency, and thereby boost academic achievement?Adopting a descriptive research methodology , questionnaires will be administered to first - to fourth - year Chinese Language and Literature majors in Yunnan's teacher training colleges. Quantitative analysis will uncover the correlation between blended learning and academic achievement. The findings aim to provide a theoretical basis for teaching reform, elevate the quality of teacher - training students, and offer educators a comprehensive understanding of blended learning's application outcomes.
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