Integrating Blended and Social-emotional Learning into Science Education for Quality Enhancement

Abstract

Aims: Different studies have been separately carried out on blended learning and socio emotional learning. The importance of the blended learning strategies and its useful in improving learning especially science learning cannot be overemphasised, same may be said of socio emotional learning, although few studies exist in terms of its importance in science learning and science education. Importance of SEL has also been emphasised in many recent studies. This study seeks to provide a positional review on the intersects between blended learning and socio emotional learning in improving the quality of education while providing insight into past literature as regards blended learning and socio emotional learning. Study Design:  The study adopted a review of literature while presenting the perspective of the researcher. The researcher synthesized the position from various literature to provide a comprehensive overview relating to the variables of the study. Studies carried out within the last 5 years on the variables of the study were included and used to address the nexus between blended learning and socioemotional learning. Results: It is also important to note that blended learning has been regarded as one of the core approaches to improving learning outcomes. This study seeks to explore avenues for improved in quality education especially in the aspects of SEL via the approach of blended learning. It explains the importance of integrating socioemotional learning components in the teaching of science using the blended learning approach. This is expected to help develop the cognitive, affective and psychomotor components of the learners. Students can acquire the socioemotional abilities necessary for success in life by combining blended learning with social and emotional learning to create a comprehensive and successful educational approach.