COMPARISON OF LEARNING OUTCOMES ON 7 QC TOOLS BETWEEN UNDERGRADUATE STUDENTS STUDYING WITH BLENDED LEARNING AND TRADITIONAL LEARNING

Abstract

This research is to compare learning outcomes in the areas of numerical analysis skills, communication skills, and information technology skills between undergraduate students studying with blended learning and traditional learning in the context of the course "Quality Control Tools" (Course code: IET.343). The focus is on the seven quality control tools, examining the effectiveness of blended learning in enhancing students' proficiency in these areas. The population is second-year student in the Faculty of Engineering, Department of Industrial Engineering Technology, a total of 125 students. The sample group consisted of 40 second-year students in the Faculty of Engineering, Department of Industrial Engineering Technology, who were enrolled in the course IET. 343 Quality Control, Semester 2/2020, which were obtained through purposive sampling. The sample group was divided into two groups: an experimental group and a control group. Then, 20 people were randomly assigned to the experimental group and 20 people to the control group by simple lottery method. Each learning is evaluated based on numerical analytic thinking skills, communication skills, and the use of information technology skills test. The statistics employed in this research were mean (), standard deviation (SD), and F-test (One-Way MANOVA). The findings indicated that the blended learning group, which includes the average scores for numerical analysis skills (16.70), communication skills (10.65), and information technology usage skills (9.40), performed better scores than the traditional learning group. The traditional learning group had average scores for numerical analysis skills, communication skills, and information technology usage skills at 13.40, 9.10, and 8.20, respectively. These differences are statistically significant at the .01 level.