The Effect of Blended Learning on the Primary Stage EFL Students’ Reading Comprehension Achievement in Libya

Abstract

The purpose of this study was to look at the impact of blended learning methodologies on the reading comprehension achievement of Libyan EFL primary school pupils. To achieve this purpose, a quasi-experimental two-way betweengroup factorial design was used. A total of 120 Libyan EFL respondents from four different schools were randomly assigned to one of the two groups. The experimental group (N=60) consisted of 30 males and 30 females who were given reading comprehension education in general English understanding as well as blended learning materials created by the researchers. However, 30 males and 30 females in the control group (N=60) acknowledged typical classroom training grade 9 textbooks. Both groups were assessed in their reading comprehension EFL achievement before and after the intervention using an achievement English test, and their scores were compared using inferential statistics of the independent sample t-test, paired sample t-test, and the factorial between two groups ANCOVA, all of which were performed in SPSS V.27. According to the finding, blended learning has a statistically significant positive effect on improving reading comprehension in EFL students, with a considerable effect size between groups. Furthermore, in the case of blended learning, no statistically significant interaction impact between teaching modality and gender was discovered. In Libyan EFL schools, blended learning can be used to improve reading comprehension.