STUDENTS’ PERCEPTIONS OF BLENDED LEARNING APPLIED IN THE IMAGINATIVE RE-CREATION TECHNIQUE

Abstract

This study examines the students’ perceptions of blended learning in the imaginative re-creation technique, an instructional strategy combining traditional and digital learning methods. The research involved a sample of 45 respondents, assessing their responses across ten key indicators to measure the blended learning approach's overall perceived impact and effectiveness. Descriptive statistics was applied to analyze the survey results. The findings indicate a generally positive reception and effectiveness, with a general conclusion index of 3.94, categorized as a "Strong" perception. Specifically, indicators E2, E5, and E6 demonstrated particularly high perceived effectiveness, with mean scores of 4.29, 4.44, and 4.29, respectively, each categorized as "Very Strong." These indicators highlight significant areas where blended learning markedly enhances imaginative re-creation, especially in nurturing creativity and engagement among learners. Although slightly lower, the remaining indicators still reflected a perceived positive impact. E1, E3, E4, E7, E8, E9, and E10 yielded mean scores ranging from 3.58 to 3.93, all within the "Strong" category. These results suggest that blended learning is consistently beneficial across various dimensions of the imaginative re-creation technique. In conclusion, the application of blended learning in the imaginative re-creation technique shows substantial promise, particularly in areas of high engagement and creativity. The study's findings support integrating blended learning strategies in educational contexts to enhance creative capacities and learning outcomes, highlighting its potential as a vigorous pedagogical tool. Future research should explore long-term impacts and diverse educational settings to validate these findings further.