Abstract
The evolution of technology in the 21st century continues to transform all sectors in the world. Cambodia advances education, innovation, sustainability, and human capital toward Vision 2050. In response to Cambodia’s rapid shift towards a digital classroom in education, integrated and accelerated during the COVID-19 Pandemic, it implemented Blended learning. Moreover, the Ministry of Education has started using new teaching methods, such as digital classroom and blended learning. Still, there is not enough evidence yet to show if these methods are helping students in high school. This study aims to fill that gap by providing empirical evidence of implementing the Blended Learning-Lab Rotation Model on Students' Achievement and Attitudes using a Randomized Controlled Trial at Paresh Angdoung High School in Cambodia. For the Methodology,64 students of 11th grade from an earth science subject were randomly assigned to either a treatment group implementing the Lab-rotation Model or a control group following the traditional classroom approach. Over a six-week intervention period, data were collected through pre-test and post-test, and attitude questionnaires with variables such as Age, Gender, Device Access, Internet Connection, Computer Anxiety considered, and others as covariates. The research resulted in a significant increase in score and a more positive attitude among students in the treatment group compared to the control group. The study highlighted the significance of teacher training and infrastructure optimization in enhancing blended learning strategies for high school-level education. These findings will provide evidence to inform educational policy and curriculum development, emphasizing the need for rigorous digital education frameworks to enhance student engagement and achievement in the digital Era. Keywords: Blended Learning, Learning outcome, e-learning, RCTs, Lab Rotation Model
Keywords: Regional Teacher Training Center Prey Veng Province
About the presenter
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