Aptitude of Synchronous-Asynchronous Blended Learning in Stimulating Student’s Comprehension for Thermodynamics Course

This research examines the effectiveness of a synchronous-asynchronous blended learning approach in stimulating student comprehension for the MEB2053 ME Thermodynamics course. The study aims to assess the impact of this approach on final exam scores, overall assessment grades, and students’ perceptions of the course. Participants include all enrolled students, and data is collected through various assessments including a final examination, and a learning satisfaction survey. The results demonstrate positive student perceptions, highlighting the value of interactive videos and self-paced learning. Furthermore, a notable improvement in student learning performance is indicated by better exam 1 results and overall final scores, after implementing the blended learning approach. The findings affirm the efficacy of the synchronous-asynchronous blended learning approach in enhancing student comprehension, improving performance, and fostering an engaging learning experience for the thermodynamics course.