Shaping the Future of Undergraduate Education in West Bengal: A 21st-Century Transformation
Sreelogna Dutta Banerjee1 & Jayanta Mete 2
Research Scholar1, Professor (Dean)2, Department of Education,
Faculty of Education, University of Kalyani, Kalyani, West Bengal, India-741235
sreelognadutta@gmail.com, & jayanta_135@yahoo.co.in
Sreelogna Dutta Banerjee ORCID ID – 0009-0006-7585-7182
Jayanta Mete ORCID ID – 0000-0002-9409-2983
Abstract
Education in the 21st century is increasingly defined by the integration of digital tools and blended learning methods. This study explores the ongoing paradigm shift in learning among undergraduate students in West Bengal, focusing on its current impact on academic performance and student engagement. The primary objectives are to compare the academic performance of students using digital learning tools with those relying on traditional methods, and to evaluate the influence of blended learning on student engagement. A survey is conducted among 400 undergraduate students from diverse disciplines using a self-structured questionnaire. Data on learning methods, self-reported GPA, and student engagement are analysed using independent t-tests and Pearson correlation. The findings reveal a statistically significant difference in academic performance, with students using digital tools achieving higher GPAs (t = 3.75, p = 0.00019). Blended learning methods also result in significantly higher student engagement, though the correlation between engagement and learning methods is weak but significant (r = -0.11, p = 0.023). The study concludes that digital and blended learning methods currently have a positive impact on students’ academic success and engagement. However, challenges such as the digital divide and access to technology persist. Recommendations include expanding access to digital infrastructure and promoting blended learning as a standard educational model.
Keywords: Digital tools, Blended learning, Academic performance, Student engagement
DOI link – https://doi.org/10.69758/GIMRJ/2412IV01V12P0001
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