Learning can be seen as a form of permanent change because of how students are transformed at the hands of their instructors. Whether it be through the acquisition of new knowledge, the adoption of new behaviors, or the realization of previously unknown scientific laws, learning can be seen as a form of change that is irreversible (Sequeira, 2012). However, in order to take part in classroom discussions and ask questions, each college student need to be seen as an adult learner who has some degree of influence over the atmosphere of the classroom. In essence, people want to have the impression that they are in command of their own educational pursuits. In addition, Researcher feel that it is becoming more vital in the classrooms of today for teachers to be personable, humorous, and skilled at effectively presenting difficult concepts via the use of concrete examples. They decided to begin their inquiry because they were excited to finally accomplish that significant personal and professional objective, they had set for themselves. The issue of interest has had a significant impact on the academic work that is now being done by the researcher. Because they are university instructors and are always discussing how to improve their lectures, they came to the realization that much more study needs to be done on inclusive education as a result of these conversations. Numerous studies have indicated that postsecondary education's inclusion and equality in teaching and learning are significantly improved when its participation rate is increased. As a result, policymakers and academics have been debating the significance of this issue (Bradley, 2010). As a result, they have always had the notion that promoting inclusive teaching and learning via a range of pedagogical tools may not be adequate to meet the needs of all students. When designing new courses of study and judging the accomplishments of individual students, it is essential to use inclusive education practices (Alfayad, 2017).

Understanding the steps involved in doing research might be challenging at times; yet these challenges are precisely the ones that contemporary educational ideals highlight when teaching courses on research practice. Therefore, engaging modes of education that are centered on the requirements of the students would be beneficial in this context. Constructivist knowledge has amassed as a body thanks to the use of the approach (Mann, 2011). Because of this, education that places a greater emphasis on the individual responsibility of students has grown more widespread. As a consequence of this, pupils advance their knowledge with the assistance of their instructors. Action-based learning, sometimes known as "learning by doing," is the method of acquiring new skills and information by participating in real activities. To repeat, it is a technique for achieving the greatest possible amount of knowledge retention by motivating students to take an active part in the learning process. The method encourages the student to take responsibility for his or her own educational pursuits. On the other hand, it is the duty of the teachers to facilitate the participation of the students in the project by giving them access to a wide range of opportunities and materials (Keenan, 2012).

BACKGROUND OF THE STUDY:

A number of other technology developments, such as blended learning, are now making their way into classrooms around the country. This innovative approach to education has been widely accepted in a short amount of time, but not without experiencing some initial teething problems. Blended learning programs, which mix conventional in-person education with online resources, are one example of such an innovation that has recently gained popularity. Nevertheless, broad implementation of these initiatives is not yet a reality, especially in the less developed parts of the globe. A number of challenges need to be surmounted before blended learning may be considered a viable option for education. Given the wide range of students and the varying degrees to which they have engaged with technology in the past, one of the most difficult challenges is determining how to motivate individuals to make effective use of the technology (Hofmann, 2014). In Hofmann's view, when individuals struggle with using a piece of technology, they are more likely to give up and stop attempting to find out how to use it effectively, which might result in the technology not serving its intended function. A sizeable minority of students, 16%, have unfavorable views on blended learning, and another sizeable proportion of students, 26%, are worried that students using this method was not finish their coursework on time. This information will be gleaned from research that was carried out by the Oxford Group (2013). Learners are essential members of the educational community, and as such, they contribute unique insights and experiences to the classroom setting. In the context of blended learning, these views and experiences may be influenced by the design tools that are used. Previous research on the effectiveness of blended learning has concentrated on metrics such as course completion, grade point average, and student retention; however, no studies have examined the effectiveness of blended learning in the context of a Chinese university. The objective of this research is to provide information for the proposed initiative. Identifying the elements that are predictive of success is essential to the process of effectively integrating blended learning as a new method of instructional delivery. However, the extent to which blended learning is really effective may also be affected by a great number of other factors, including characteristics of learners, design features, and learning goals. Both of these factors may leave little space in the schedule for studying, which may contribute to student disengagement (Demirkol, 2014).

PROBLEM STATEMENT: 

“In today’s world universities are under pressure to change their courses to satisfy the demands of government initiatives that stress using technology in the classroom. Two problems exist. Most of today's instructors were taught using a totally different paradigm; they were likely solely exposed to education through a classroom speaker, in which new technologies were not considered. Current tactics was outmoded in a few years owing to the requirement to stay up with electronic communications improvements. Educators must adjust to changing conditions or lose their jobs. This study was examined whether integrating new technological practices with online and face-to-face education increases student learning.”

This qualitative case study argues that teachers who aren't tech-savvy are unwittingly destroying their teaching methods. Summative and formative evaluation, together with student feedback, improve classroom learning. If they believe that learning is an all-encompassing collaborative experience (Garrison, 2015), involving a complex dynamic of reciprocal relationships between teachers and students, then the blended learning teaching profession can learn a lot from the reflection of its primary stakeholders, the students. If learning is an all-encompassing collaborative process (as suggested by the "community of inquiry"). A case study examines mixed classroom teaching and learning interactions to illuminate them. This study illuminates interactions. This qualitative technique is useful for studying complicated interaction, information feedback loops, and participant perceptions of the issue. This method is suitable for issue analysis. This makes this method useful for problem research. The majority of students and instructors at this liberal arts institution in China's metropolitan area are native English speakers or individuals who were born elsewhere but are proficient in English (Fryer, 2016).

LITERATURE REVIEW:

This review contains research on the effectiveness of blended learning from the viewpoints of learner characteristics and background, design aspects, and learning outcomes. In addition to this, the context provides a rundown of the factors that are believed to be essential for the accomplishment of blended learning. The selected components are the result of the researcher's experiences at an institution in China. The institution in question is located in China (Abubakar, 2015). This evaluates how many people are using an online learning platform and how effective it is. The three most important factors that influence the effectiveness of e-learning and blended learning are the qualities of the teachers. This demonstrates the need of researching the characteristics of learners in order to use instructional technology effectively (Yasin, 2011). The emphasis of research has been on characteristics of learners that have been proven to impact the results of performance assessments. In the field of distance education, they discussed topics pertaining to emotional intelligence, resilience, personality, and accomplishment. This demonstrates that their approach to addressing the unique characteristics of blended learning in this study is correct. Although student characteristics such as gender have been shown to have a significant impact on academic achievement, there has been no study that compares the academic success of male and female students in settings that use blended learning. The need of having a strong command of both the internet and various computer applications has been hammered home again and again as a key factor in determining the level of success that can be achieved by e-learning and blended-learning programs (Cohen, 2012). 

The effectiveness of blended learning is contingent on the students' opinions towards the methodology, given that these attitudes impact the students' activities and, ultimately, decide how much time the students spend in any particular classroom environment. Additionally, a lack of learner connectivity has been identified as an internal factor contributing to learner attrition. Learner failure and attrition have been linked to a lack of learner engagement in online courses. It was also said that students would stop participating in their blended learning classes if they did not have somebody to chat to or hang out. Blended learning is more effective when students are able to engage in conversation with their teachers and other students, rather than when they are left to study on their own. A poorly functioning system was a crucial factor in determining whether or not students were successful with blended learning (Shrain, 2012). 

It is common knowledge that the level of satisfaction a student has with their learning management system may serve as an indicator of how well blended learning was implemented. Students expressed their appreciation for the contribution Moodle made to their educational experience. They like it since it was beneficial to their overall subject comprehension. Students' capacity to learn was shown to increase when they used Moodle's online course materials, which included lesson plans and syllabi, according to the descriptive data compiled by (Goyal, 2015). 

RESEARCH OBJECTIVES:

1. To examine the relationship between student characteristics and blended learning design aspects and how they affect student happiness, knowledge creation, performance, and intrinsic motivation in a blended learning environment.

2. To investigate methods used in the academic setting of universities to assess the effectiveness of individual lecturers.

3. To assess the teaching effectiveness in a higher education setting.

4. To construct a concept map that can be used in teaching/learning process.

5. To describe the various characteristics of concept map.

RESEARCH METHODOLOGY:

From January to June 2022, researchers performed a rigorous cross-sectional investigation. The cross-sectional design necessitated a single point in time data collection, which was quick and low-cost. Because of the short timeframe and limited resources, the researcher opted for a quantitative approach. Rao-soft software was used to estimate the sample size of 1560; 1700 questionnaires were distributed; 1663 were returned; and lastly, 63 questionnaires were rejected owing to incompletion of the questionnaire. One thousand five hundred people from China were contacted and interviewed for the study. Using convenience sampling, all respondents were approached at the places listed above. Respondents were asked to engage in a monitoring programme at the factories. Participants who decided to participate in the study were given information about it by the researcher, who was also on hand to answer any questions they had while they were waiting to finish their monitoring programme. When a respondent was unable to read or write, or was confined to a wheelchair, the researcher read the survey questions and response categories to them, and then recorded their responses in the survey form as they were told. In some places, people were given questionnaires to complete and return all at once.

Sampling: Data for the study was collected through a questionnaire. Sample Size calculated through Rao-soft software was total 1560.

Data and Measurement: The researcher also conducted quantitative research in the form of survey collection. Respondents first answered control questions regarding concept mapping as problem-based teaching learning process. This left a sample size calculated from Rao Soft and the sample size was 1560. 

Statistical Software:  MS-Excel and SPSS 25 was used for Statistical analysis.

Statistical tools: Descriptive analysis was applied to understand the basic nature of the data. Validity was tested through factor analysis.

A total of 1700 questionnaires were distributed, out of which 1663 questionnaires were received back, and 63 questionnaires were rejected because they were incomplete, and 1600 questionnaires were analysed using the Statistical Package for social science (SPSS version 25.0) software.

Factor Analysis: 

Confirming the latent component structure of a collection of measurement items is a common utilisation Factor Analysis (FA). The scores on the observable (or measured) variables are thought to be caused by latent (or unobserved) factors. Accuracy analysis (FA) is a model-based method. Its focus is on the modelling of causal pathways between observed phenomena, unobserved causes, and measurement error.

The data's suitability for factor analysis may be tested using the Kaiser-Meyer-Olkin (KMO) Method. Each model variable and the whole model are evaluated to see whether they were adequately sampled. The statistics measure the potential shared variation among many variables. In general, the smaller the percentage, the better the data was suitable for factor analysis.

KMO gives back numbers between 0 & 1. If the KMO value is between 0.8 and 1, then the sampling is considered to be sufficient.

If the KMO is less than 0.6, then the sampling is insufficient and corrective action is required. Some writers use a number of 0.5 for this, thus between 0.5 and 0.6, they have to apply their best judgement.

•KMO Near 0 indicates that the total of correlations is small relative to the size of the partial correlations. To rephrase, extensive correlations pose a serious challenge to component analysis.

Kaiser's cutoffs for acceptability are as follows:

A dismal 0.050 to 0.059.

• 0.60 - 0.69 below-average

Typical range for a middle grade: 0.70–0.79.

Having a quality point value between 0.80 and 0.89.

The range from 0.90 to 1.00 is really stunning. 

Table 1: KMO and Bartlett’s Test

This demonstrates the validity of assertions for sampling purposes. To further verify the relevance of a correlation matrices as a whole, Bartlett's Test of Sphericity was performed. Kaiser-Meyer-Olkin Sampling Adequacy Value is 0.926. The p-value for Bartlett's sphericity test was determined to be 0.00. Bartlett's test of sphericity showed that the correlation matrix isn't an identity matrix, with a significant test result.

Test for hypothesis:

Learning may be seen as permanent change because instructors help students gain new information and abilities, modify their views and values, and understand the scientific rules that govern education. Nonetheless, all higher education students must feel like adults with some classroom management to be engaged. They want to control their learning. They also feel that today's instructors must be personable, funny, and good at explaining complicated concepts using examples. The inquiry began to attain such a career milestone. The issue influences the researcher's research and teaching. They discovered there's a lot more study to be done on inclusive education when discussing how to improve their classrooms as university teachers. Because they work in higher education, they use "inclusive education," which may sound like special education. Yet, studies have indicated that many senior students in higher education have learning obstacles. After various studies on inclusion and equity in higher education, policymakers and academics have stressed the need to increase tertiary education participation.

Spider Maps: 

Students may use spider maps as a visual framework for brainstorming or organising. Concept maps and spider webs are two more names for this kind of visual organizer. The "body" of a spider map represents the central concept or issue being discussed. Each supporting thought or piece of information is represented as a "leg" or "branch" from the primary idea. Each of the variables is represented by one of the radii of the Spider chart, which are a series of equiangular spokes. Other names for the Spider diagram include the web diagram, radar diagram, star diagram, star plot, cobweb diagram, polar diagram, and Kiviat diagram. It is easy to observe which variables in a dataset are doing well or poorly thanks to Spider Charts. If there are too many variables, the chart has too many axes, making it more difficult to read and understand. Thus, it is recommended that Radar Charts be kept simple, with as few variables as possible. To address this problem, people developed an AI-based algorithm that, by default, generates a spider chart that compares the means of the top and bottom five variables. If the number of variables is more than 10, this method was utilised. If there are less than ten variables, only those with means was shown in the spider chart.

On basis of the above discussion, the researcher formulated the following hypothesis, which was analyse the relationship between Spider maps and Teaching learning process.

H₀₁: There is no significant relationship between Spider maps and Teaching learning process. 

H₁: There is a significant relationship between Spider maps and Teaching learning process.

Table 2: H1_ANOVA

In this study, the result is significant. The value of F is 550.246, which reaches significance with a p-value of .000 (which is less than the .05 alpha level). This means the “H₁: There is a significant relationship between Spider maps and Teaching learning process” is accepted and the null hypothesis is rejected.

CONCLUSION: 

Teachers require an appreciation of the dynamics at play among themselves before they can make the necessary adjustments to their own actions or methods. Again, learners' demands, techniques, or styles may vary, therefore it's up to instructors to figure out what those are like their students and tailor their lessons appropriately. As fast as possible, educators must pinpoint the causes of students' difficulties. A language barrier, poor self-esteem, lack of confidence, a fear of seeming improper, etc., may all contribute to a student's disruptive behaviour. Teachers would do better if they understood the root reasons of the problem rather than just issuing warnings. Sometimes, encouraging comments might function as a tonic, dramatically boosting pupils' morale and sense of self-worth. Finally, it is crucial for teachers to increase student involvement through active learning, to promote student inclusivity throughout the learning process (including through experiential and blended learning), and to use assessments to ensure that the outcome meets the expectations of both faculty and students. It's feasible that instructors may do this with enough skills in communication, leadership, rule consistency, student choice, flexibility, and innovation in behaviour management.

LIMITATION:

The limitation of this study provides some preliminary information on the effectiveness of learning-by-doing pedagogies. Despite this, the following considerations point to the possibility that it is not representative of the higher education industry as a whole. To begin, the sole foundation for the data is the students' personal interpretations of the information that was  provided to them. To evaluate other factors just based on this one factor is thus insufficient. Second, there were a very small number of people who agreed to take part in the study.

1. Abubakar, D. & Adetimirin. (2015). Influence of computer literacy on post-graduates’ use of e-resources in Nigerian University Libraries. Library Philosophy and Practice. 

2. Alfayad, Z., Arif, L. S. (2017). Employee Voice and Job Satisfaction: An Application of Herzberg Two-factor Theory. International Review of Management and Marketing 7, 150–156.

3. Cohen, K. E., Stage, F. K., Hammack, F. M., & Marcus, A. (2012). Persistence of master’s students in the United States: Developing and testing of a conceptual model. USA: PhD Dissertation, New York University.

4. Demirkol, M., & Kazu, I. Y. (2014). Effect of blended environment model on high school students’ academic achievement. The Turkish Online Journal of Educational Technology, 13(1), 78–87.

5. Fryer, L. K., & Bovee, H. N. (2016). Supporting students' motivation for e-learning: Teachers matter on and offline. The Internet and Higher Education, 30, 21–29.

6. Garrison, D. R., & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24 IS -, 66–71.

7. Gallant, T. B. (2015). Academic integrity in the 21st century: a teaching and learning imperative. ASHE Higher Education Report, 33(5), 144.

8. Hofmann, J. (2014). Solutions to the top 10 challenges of blended learning. Top 10 challenges of blended learning. 

9. Mann, K. V. (2011). Theoretical perspectives in medical education: past experience and future possibilities. Medical Education, 45(1): 60-68.

10. Keenan, K. and Fontaine, D. (2012). Listening to our students: understanding how they learn research methods in geography. Journal of Geography, 111(6): 224-235.

11. Rahman, S. et al, (2011). Knowledge construction process in online learning. Middle East Journal of Scientific Research, 8(2), 488–492.

12. Sequeira, A. (2012). Introduction to Concepts of Teaching and Learning. National Institute of Technology Karnataka, Surathkal, India.

13. Stevens, R. (2015). Role-play and student engagement: Reflections from the classroom. Teaching in Higher Education, 20 (5), 481-492.

14. Shrain, K. (2012). Moving towards e-learning paradigm: Readiness of higher education instructors in Palestine. International Journal on E-Learning, 11(4), 441–463.