Comparison of the Effect of Linear and Non-Linear Blended Learning on the Academic Achievement of the 7th grade Students in Science lesson

This study was carried out to compare the impact of linear and non-linear blended learning on students' academic achievement in science lesson. In this semi-experimental research, with two-group to pre-test and post-test, 50 of  7th grade junior high school male students in Andimeshk city were selected using cluster sampling and then randomly divided into two groups (linear and nonlinear). In this research, students' training was in the form of a combination of in-person training (teaching in the classroom) and learning through an online learning environment in seven sessions with duration of 90 minutes. One of the blended learning groups was received linearly and the other one non-linearly. Measuring instrument was a researcher-made test for measuring academic achievement in experimental science lesson consisted of 30 multiple-choice questions and a self-regulated learning strategies questionnaire contained 22 questions based on five-point Likert scale. The reliability of researcher-made test by test-retest method (75%) and reliability of self-regulated learning strategies was calculated by Cronbach's alpha coefficient (78%). A univariate analysis of covariance was used for data analyzing. Results indicates that linear blended learning group have more academic achievements compared with the non-linear blended learning in science lesson.