Introduction......................................................................................................................................

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Background of the study:.........................................................................................................................1
Statement of problem:............................................................................................................................2
Objective.................................................................................................................................................2
Research Question...................................................................................................................................2
Significance of Study:...............................................................................................................................2
Delimitations of the Study.......................................................................................................................3
Definition of Key Terms:..........................................................................................................................3
Review the related Literature...........................................................................................................4
Theoretical Framework............................................................................................................................4
Empirical Framework...............................................................................................................................4
Conceptual Framework:..........................................................................................................................5
Methods and Procedures..................................................................................................................7
Research Design:.....................................................................................................................................7
Population and Sample:...........................................................................................................................7
Research Tools:........................................................................................................................................7
Sources of Data:......................................................................................................................................8
Data Analysis Procedures........................................................................................................................9
Data Analysis...........................................................................................................................................9
Reference:......................................................................................................................................11

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Introduction
Background of the study:
Blended learning, which combines traditional face-to-face classroom instruction with online
learning activities, has gained significant attention in modern education systems worldwide.
Blended learning has been slowly implemented in Nepal, especially in secondary school, where
educator preparation and digital infrastructure continue to be primary challenges. Schools had no
choice but to implement technology into their lessons as a result of the COVID-19 pandemic,
which increased demand for alternate teaching methods (Adhikari, 2021). However, little is
known about how effective blended learning is in Nepal, especially in public secondary schools.

Secondary education in Nepal faces many challenges, including high student-teacher ratios,
outdated teaching methods, and a lack of engagement in traditional lecture-based instruction
(Shrestha, 2022). Blended learning has the potential to address some of these issues by providing
interactive and personalized learning experiences. Studies have shown that blended learning
enhances student engagement, improves academic performance, and fosters self-directed
learning (Means et al., 2013). However, its effectiveness in government schools in Nepal, where
resources are often limited, remains under-researched.

Under programs like the National Education Policy (2019) and the School Sector Development
Plan (SSDP), Tribhuvan University and the Nepali government have set a major focus on
introducing information and communication technology (ICT) into the classroom. a number of
these attempts, low student digital skills, a lack of resources, and a lack of teacher preparation
define many public schools. Blended learning is being investigated as a possible way to enhance
educational outcomes due to of the government's increasing focus on digital education through
programs like the School Sector Development Plan (SSDP) and the National Education Policy
(2019) (UNESCO, 2020). However, a number of elements, including student flexibility, ability
of teachers, and infrastructure, impact its performance.
Budhanilkantha Municipality, located in Kathmandu, has seen growing interest in blended
learning, yet there is limited empirical research on its effectiveness in government schools.
Studies indicate that blended learning improves student performance, engagement, and retention.
However, its success depends on factors such as infrastructure, teacher training, and student
readiness In Nepal, where internet access and digital resources vary widely, assessing blended
learning’s effectiveness is crucial for policy decisions.
This study focuses on three government schools in Budhanilkantha Municipality Bal Uddhar
Secondary School, Budhanilkantha Secondary School, and Shree Kanti Bhairab Secondary
School to evaluate blended learning’s impact on Class 12 students. By analyzing student
performance, engagement, and challenges, this research aims to contribute to Nepal’s evolving
educational strategies.

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Statement of problem:
Since blended learning is becoming more and more popular around the world, little is known
about how useful it is in Nepal's public schools (Shrestha, 2021). Due to economic and
infrastructural limitations, public schools continue to fall behind private institutions in
implementing digital learning (World Bank, 2020). Inequalities in access to technology were
brought to light by the post-COVID-19 shift to blended learning, with many students in rural and
semi-urban locations experiencing difficulties with access and device availability. Since
government schools in Budhanilkantha Municipality have started implementing digital tools, it is
yet known how this will affect student performance. According to an early survey, some students
gain from blended learning, but others struggle because of limited access to the internet and
insufficient instruction. Teachers also express difficulty finding a balance between online and
offline learning (Poudel, 2023). Policymakers are unable to create effective policies to improve
the implementation of blended learning due to the lack of empirical evidence.

Objective
1. To explore the blended learning patterns in secondary-level education.

2. To evaluate the impact of blended learning on student performance.

Research Question
1. How is blended learning currently implemented in secondary-level government schools
in Budhanilkantha Municipality?

2. What is the impact of blended learning on the academic performance of Grade 12

students?

Significance of Study:
This study includes actual information from Nepal's government schools to the amount of
knowledge presently available on blended learning. In environments with limited resources, it
draws emphasizes the benefits and difficulties of blended learning and provides guidance on how
to successfully integrate digital and traditional methods of teaching.

Teachers, school administrators, and education policymakers in Nepal will find value in the
research's results. Teachers can modify their pedagogical approaches according to the
requirements of their students, and school administrators can use the outcomes to create better
blended learning strategies. The findings can also be used by education technology businesses
and NGOs to create focused plans.

By promoting improved ICT infrastructure, preparation for teachers, and blended learning
frameworks in public schools, the research may have a result on educational policies. It can help

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the government make wise allocations of resources to support the National Education Policy's
digital education goals.
This study addresses the following gaps:
 The benefit of blended learning in Nepalese government schools has not been thoroughly
studied locally.
 unclear impact of secondary school students' engagement and performance.
 Implementation problems include things like preparation for educators and availability to
technology.
By examining these issues, this research will provide actionable insights for educators and
policymakers to optimize blended learning strategies in Nepal.

Delimitations of the Study

The study is limited to three government schools in Budhanilkantha Municipality:
1. Bal Uddhar Secondary School
2. Budhanilkantha Secondary School
3. Shree Kanti Bhairab Secondary School

Only Grade 12 students (approximately 60) will be included. The study focuses on blended
learning effectiveness rather than comparing it with other teaching methods. Does not cover
private or higher secondary schools.

Definition of Key Terms:

Blended Learning: A hybrid teaching model combining face-to-face and online instruction.
Student Performance: Measured through exam scores, participation, and engagement.
Secondary Level: Grades 11-12 under Nepal’s National Education System.

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Review the related Literature

Theoretical Framework
Blended learning is grounded in several educational theories that explain its effectiveness in
enhancing student learning. The following theories provide a foundation for understanding how
blended learning functions in secondary education.

The effectiveness of blended learning is supported by a number of educational theories. By

connecting classroom instruction with digital learning, blended learning supports constructivism,
which holds that students actively create knowledge through contacts (Piaget, 1950; Vygotsky,
1978). Constructivism posits that learners actively construct knowledge through experiences and
interactions.

According to Bandura's (1977) Social Learning Theory, peer interactions and online discussions
improve observation and collaborative learning. In addition, by finding a balance between
structure and a discussion, blended learning helps overcome psychological obstacles between
instructors and learners, according to Moore's (1993) Transactional Distance Theory.

In line with international trends, Nepal's School Sector Development Plan (SSDP) and National
Education Policy (2019) support the use of technology in the classroom. However,
implementation is challenged by issues including teacher preparedness and the technological gap
(Shrestha & Koirala, 2022).

Empirical Framework

Blended learning has been widely studied in various educational contexts, with research
highlighting its benefits, challenges, and implementation strategies. Several empirical studies
suggest that blended learning enhances student performance by combining the strengths of
traditional classroom instruction with digital tools. For instance, conducted a meta-analysis of
over 50 studies and found that students in blended learning environments performed better than
those in purely face-to-face or fully online settings. Similarly, it observed improve retention and
engagement in blended classrooms due to personalized learning opportunities. However, the
success of blended learning depends on factors such as technological infrastructure, teacher
training, and student readiness.

In Nepal, research on blended learning remains limited, particularly in government schools.

found that students exposed to blended learning scored higher than their peers in traditional
settings, but the study also noted challenges such as inconsistent internet access and a lack of
digital devices. echoed these findings, emphasizing that while blended learning has potential, its

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effectiveness is hindered by poor infrastructure and inadequate teacher preparation. Additionally,
(Shrestha, 2022) highlighted disparities between private and public schools, with private
institutions more successfully adopting blended models due to better resources.

Globally, blended learning has been praised for increasing flexibility and accessibility), but its
implementation varies based on socioeconomic factors. In low-resource settings like Nepal, the
documented significant barriers, including electricity shortages, low digital literacy, and
insufficient policy support. Despite these challenges, Nepal’s School Education Sector Plan
(SESP) 2022-2030 (MoEST, 2022) advocates for ICT integration in schools, signaling a shift
toward blended learning. Case studies from institutions like Ullens School demonstrate that with
proper training and infrastructure, blended learning can be effective even in Nepal’s context.

Conceptual Framework:

The conceptual framework for this study integrates theoretical and empirical insights: Input-
Process-Output Model. The input factors include technological infrastructure (availability of
devices and internet connectivity), curriculum design (integration of online and offline learning
materials), and stakeholder readiness (teacher training and student digital literacy). These inputs
form the foundation for implementing blended learning. The process component involves the
actual delivery of blended instruction, encompassing pedagogical strategies such as flipped
classrooms, online discussions, and hybrid assessments, along with continuous teacher-student
interactions. Finally, the outputs measure the outcomes of blended learning, including academic
performance (test scores and retention rates), student engagement (participation and motivation
levels), and institutional adoption (policy recommendations and scalability).

This framework also considers contextual moderators such as socioeconomic barriers, school
administrative support, and government policies that may enhance or hinder the success of
blended learning. By examining these interlinked components, the study aims to provide a
holistic understanding of how blended learning functions in Nepal’s government schools,
offering actionable insights for educators and policymakers to optimize its implementation. The
framework visually maps the relationship between resources, instructional practices, and
educational outcomes, ensuring a systematic approach to evaluating blended learning’s
effectiveness in Budhanilkantha’s secondary schools.

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Figure: Blended learning in conceptual framework

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Methods and Procedures
Research Design:
This study adopts a mixed-methods research design, integrating both quantitative and qualitative
approaches to comprehensively assess the effectiveness of blended learning in secondary-level
education. The quantitative component involves collecting numerical data on student
performance through exam scores and attendance records, while the qualitative
component explores teacher and student perceptions through interviews and open-ended surveys.
This triangulation of methods enhances the validity and depth of findings by capturing both
measurable outcomes.

Quantitative component:
 It used to measure objective results using numerical data (engagement measures, student
achievement scores, etc.).

 Provides statistical validity and generalizable findings.

Qualitative component:
 uses observations and interviews to examine subjective experiences
 Provides situational understanding of implementation challenges.

Population and Sample:

Population:
The target population consists of Class 12 students (approximately 60) and their teachers from
three government schools in Budhanilkantha Municipality: Bal Uddhar Secondary School,
Budhanilkantha Secondary School, and Shree Kanti Bhairab Secondary School. A stratified
random sampling technique is employed to ensure representation across different academic
streams (e.g., science, management, humanities). Teachers are selected through purposive
sampling to include those actively involved in blended learning delivery.

Sampling Frame:
The accessible population is limited to:
 60 student of grade 12 (20 students from each school)

 10 teachers (3-4 from each school)

 3 administrators (1 from each school)

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Research Tools:
This study uses a selection of well-chosen research instruments intended to collect both
quantitative and qualitative data in order to thoroughly assess the effectiveness of blended
learning in secondary education. Structured questionnaires, semi-structured interviews,
checklists for classroom observations, and document analysis protocols are the main tools used
in the data collecting process; each has a specific function.

The structured questionnaires utilize a 5-point Likert scale and closed-ended questions to
quantitatively measure student perceptions of blended learning, focusing on aspects such as
engagement levels, accessibility of digital resources, and perceived academic benefits. These
surveys are administered digitally (where feasible) and in paper format to accommodate varying
technological access among participants. To ensure validity, the questionnaire items are adapted
from established instruments used in prior blended learning studies and tailored to the Nepalese
context through pilot testing with a small group of students.

Semi-structured interviews are conducted with teachers and school administrators to gather in-
depth qualitative insights. The interview protocol includes open-ended questions about
pedagogical strategies, challenges in implementing blended learning (e.g., technological barriers,
training needs), and observed changes in student performance. These interviews are audio-
recorded (with consent) and later transcribed for thematic analysis.

For direct assessment of classroom practices, standardized observation checklists are used during
blended learning sessions. These checklists evaluate factors such as the frequency of technology
use, student-teacher interactions, and the balance between online and offline activities.
Observational data is recorded by trained research assistants to maintain objectivity.

Finally, document analysis is employed to triangulate findings with existing records. This
includes reviewing school examination results (to track academic performance trends pre- and
post-blended learning implementation), attendance registers (to assess engagement), and policy
documents (e.g., Nepal’s SESP 2022-2030) to contextualize the study within broader educational
reforms.

Sources of Data:

This study utilizes both primary and secondary data sources to ensure comprehensive analysis of
blended learning effectiveness. Primary data is collected directly from research participants
through structured questionnaires administered to 60 Class 12 students, semi-structured
interviews with 6-8 teachers, and systematic classroom observations across the three selected
schools. These first-hand accounts provide current, context-specific insights into implementation
challenges and learning outcomes. Secondary data supplements these findings through analysis
of school records (examination results, attendance registers), government education reports

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(particularly Nepal's School Education Sector Plan 2022-2030), and published academic
literature on blended learning in similar contexts. This combination allows for triangulation of
data, enhancing the study's validity by cross-verifying findings across multiple sources while
situating results within broader educational trends and policies.

Data Analysis Procedures

The data collection follows a rigorous three-phase approach designed to maximize reliability
while accommodating school schedules.
In Phase 1, researchers obtain necessary permissions and conduct orientation sessions before
administering student surveys during regular class periods using both digital and paper formats
to ensure accessibility. Simultaneously, trained interviewers conduct teacher interviews in
private school settings, with each 30-45minute session audio-recorded after obtaining consent.
Phase 2 involves classroom observations where researchers use standardized checklists to
document blended learning practices across different subjects, recording technology usage
patterns, pedagogical approaches, and student engagement levels during 20-30 observed sessions
per school.
Phase 3 focuses on compiling secondary data, including two years of academic records from
school offices and relevant policy documents. Throughout the process, research assistants
maintain detailed field notes and meet weekly to address logistical challenges and ensure
protocol adherence.

Timeline and Logistics

Data collection spans one academic semester, with:

 Weeks 1–2: Permissions and consent.

 Weeks 3–6: Surveys and interviews.

 Weeks 7–12: Observations.

 Weeks 13–16: Secondary data compilation.

Data Analysis
1. Data Preparation:
 Clean data in Excel

 Write text for open-ended answers

 Upgrade to SPSS (Statistical Package for the Social Sciences) software.
2. Typical Statistical data:
 Frequency distributions (demographics)

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  Mean scores (Likert-scale items)

 Standard deviations (performance tests)

The study employs integrated quantitative and qualitative analysis methods. For quantitative
data, survey responses and academic records are analyzed using SPSS software, employing
descriptive statistics (means, frequencies) to identify trends and inferential tests (paired t-tests) to
compare pre/post blended learning performance. Qualitative data from interviews and
observation notes undergoes thematic analysis using NVivo, following Braun and Clarke's
(2006) six-phase approach: familiarization, initial coding, theme development, review,
definition/naming, and report production. Transcripts are coded by two independent researchers
to ensure intercoder reliability, with discrepancies resolved through discussion. Mixed-methods
integration occurs during interpretation, where quantitative results are enriched with qualitative
insights to provide nuanced explanations. For instance, statistical findings on performance
improvements are contextualized with teacher interview excerpts about specific pedagogical
adjustments. All analysis maintains an audit trail through detailed documentation of coding
decisions and analytical memos.

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Reference:
 Adhikari, R. (2021). Digital Education in Nepal: Challenges and Opportunities.
 Shrestha, S. (2021). ICT in Nepalese Education: Progress and Gaps
 UNESCO. (2020). Nepal Education Policy Review

 MoEST. (2022). School Sector Development Plan (SSDP).

 Graham, C. R. (2019). Blended Learning Systems: Definition and Trends.
 Vygotsky, L. (1978). Mind in Society.

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