Research Data

Student and teacher perceptions of blended learning in secondary science, Far North Queensland


Print this Page Print this Page
Show all sections
Student and teacher perceptions of blended learning in secondary science, Far North Queensland
Date Record Created
Date Record Modified
Date Coverage
2014-07-01 to 2014-08-31
Time Period
Geospatial Location
  • Far North Queensland, Australia
  1. Type: brief

    This collection contains the raw data from the Bryn Martinsen's study investigating student and teacher perceptions of blended learning in two Australian secondary science classes.

  2. Type: full

    Two Year 10 science classes from pseudo-named FNQ High School participated in the study over a ten-week school term during which students studied Earth and Space Science from the Australian Curriculum. The research questions were explored within a constructivist paradigm using mixed methods analysis of both quantitative and qualitative data sources.

    Student perceptions of blended learning were investigated using a 30-minute paper based survey (WEBLEI) and two 60-minute focus group interviews (one 60-minute interview with 5 students from each of the two classes). Data collected using the WEBLEI inform research questions 1 and 2: What features of blended learning are important to secondary science students? and What are students’ perceptions of using blended 68 learning in secondary science? The WEBLEI was used to gather qualitative and quantitative data on students’ perceptions of the blended learning environment. The researcher chose this instrument as it is uniquely suited to evaluating students’ perceptions of an online learning environment. The WEBLEI is comprised of 32 Likert scale questions and 10 short response questions, and was administered by the Science Head of Department (not the teacher researcher). Data were de-identified to ensure anonymity. 

    Qualitative data were also collected using two 60-minute focus group interviews. The focus group interviews were conducted using open-ended questions (Appendix E) designed to provide a richer understanding of student perceptions of blended learning. Quantitative data of student perceptions of blended learning were collected using the WEBLEI Likert scale questions, which were coded and entered as 1 (Strongly Disagree), 2 (Disagree), 3 (Neither Agree nor Disagree), 4 (Agree), and 5 (Strongly Agree). Statistical measurements including mean, median, standard deviation, Alpha Reliability and Discriminant Validity were determined using SPSS Version 23. 

    Qualitative data of student perceptions of blended learning were collected using the WEBLEI short-response questions and focus group interviews. The teacher-researcher randomly selected 5 students from each of her two classes who had guardian/parental permission to participate in the interviews. She conducted interviews with the supervision of her JCU primary advisor. To maintain student confidentiality, she transcribed the audio of the interviews personally. She collated the student perceptions qualitative data using Excel 2016.

    To answer research question 3, How does blended learning influence student achievement in secondary science? student achievement data was collected using a paper based, 50-minute, Pre/Post Test. The test was administered by a delegate in the school’s science department (not the teacher-researcher). Data were de-identified to ensure anonymity. Prior to the commencement of the unit, student participants were given the Year 10 Earth and Space Science pre-test consisting of both multiple choice and short answer content-understanding questions. Upon completion of the unit, students were given the Year 10 Earth and Space Science post-test, which had the same multiple-choice and written response components used in the pre-test. The Year 10 Earth and Space Science test (Appendix D) was developed by the teacher-researcher, in collaboration with other teachers in the science department at FNQ State School. The pre- and post-tests were graded using a pre-determined point-scale to provide comparative numerical data. Data were analysed using IBM SPSS Statistics Version 23. A paired-samples t-test was used to compare the pre-test and post-test results for both classes. Effect size was determined using Cohen’s d value.

    In-class observations from a third party (explicit teaching coach), and teacher-researcher observation and reflections are not included as part of this dataset but are discussed in the thesis.

    The quantitative data sheet consist of results for 52 participating students including NAPLAN results for Year 9, Pre/Post Test results,  data for the 4 WEBLEI scales (Access, Interaction, Response and Results) and responses (included in the WEBLEI) to ten short response questions designed to give students an opportunity to more clearly articulate their perceptions. The qualitative data sheet includes semi-structured interviews with 5 students from each class and the short response questions (also coded in the quantitative data sheet). 

    Supporting documents include the WEBLEI scale, Short response questions, focus group questions (Appendix E) and the Earth Science Pre/Post-Test (Appendix D)


  3. Type: note

    This dataset is available (via negotiated access) as 2 spreadsheets saved in MS Excel (.xlsx) and Open Document (.ods) formats.

    Supporting documents are available as attachments and can also be found in the author's PhD thesis from the Related Publications link below.

Related Publications
  1. Martinsen, Bryn, Jackson, Clifford, and Whitehouse, Hilary (2015) Student perceptions of using blended learning in secondary science. In: Official Conference Proceedings of the European Conference on Technology in the Classroom 2015, pp. 97-110. From: ECTC2015: European Conference on Technology in the Classroom 2015, 1-5 July 2015, Brighton, UK.
    Open Access
  2. Martinsen, Bryn W. (2017) The potential and pitfalls of blended learning: an investigation of student and teacher perceptions of blended learning in two Australian secondary science classes. PhD thesis, James Cook University.
    Open Access
Related Websites
(no information)
Related Data
(no information)
Related Services
(no information)
Technical metadata
(no information)
  1. Owned by: Ms Bryn Martinsen , , College of Arts & Society & Education, Education
Primary Contact
Ms Bryn Martinsen,
  1. Dr Clifford Jackson ,
(no information)
Fields of Research
  1. 13 - Education (13)
Socio-Economic Objective
(no information)
  1. blended learning
  2. secondary science
Research Activity
(no information)
Research Themes
People and Societies in the Tropics
CC BY 4.0: Attribution 4.0 International
License - Other
(no information)
Access Rights/Conditions
Please contact the data manager or nominated primary contact to negotiate access to this data. If you have difficulty, please contact for assistance.
Once access to the data has been obtained via negotiation with the data manager, use of the dataset is governed by the CC-BY licence
Data Location
Online Locations
  1. Short_Response_Questions.pdf (Supporting Material, Public)
  2. WEBLEI_Scale.pdf (Supporting Material, Public)
  3. Appendix_E_Focus_Group_Questions.pdf (Supporting Material, Public)
  4. Appendix_D_Earth_Science_Pre_Post_Test.pdf (Supporting Material, Public)
Stored At
Secure data section of the Tropical Data Hub (TDH) archive - eResearch Centre, James Cook University, Townsville, Queensland, Australia
Martinsen, B. (2018). Student and teacher perceptions of blended learning in secondary science, Far North Queensland. James Cook University. (dataset).
Digital Object Identifier (DOI):