Analysis of the Dimensions of Conceptual Change in a Blended Learning Environment: The Case Study of Agricultural Students at the University of Tehran

Abstract

The quality of learning environments in cognitive performance and outcomes is an emerging area in agricultural education research. One of the fundamental challenges in agricultural higher education is the presence of abstract concepts and fragmented prior knowledge among students, which hinders deep and sustainable learning. Despite the importance of conceptual change strategies in correcting misconceptions and facilitating meaningful learning, the application of this approach in agricultural educational environments has received limited attention. This study aimed to analyze the dimensions of conceptual change in the classrooms of agricultural students at the University of Tehran using a quasi-experimental design. The statistical population comprised Bachelor’s students from the Faculty of Agriculture. Due to research constraints—specifically the need for prior botanical knowledge to induce cognitive conflict—a purposive and convenience sampling method was employed, selecting participants from General Horticulture classes. Accordingly, all students from three classes (with enrollments of 40, 35, and 18 students), each instructed by a different instructor over five sessions, were included in the sample. The study was implemented in a blended learning environment (face-to-face and online) based on the principles of conceptual change. Data were collected using multiple instruments, including pre-tests, mid-tests, and post-tests to assess academic achievement, as well as a questionnaire measuring students' attitudes across three components: engagement, effect of message, and motivation. Data analysis was conducted using Wilcoxon, Cochran, and McNemar statistical tests via SPSS27 software. The findings indicated that implementing conceptual change strategies in teaching topics where students held fragmented prior knowledge significantly enhanced learning quality and corrected misconceptions in the post-test.

Keywords: Blended Learning, Conceptual Change, Learning Environment, Quality of Learning Environment

Introduction

The quality of learning environments is an emerging area of research in agricultural education, significantly influencing cognitive outcomes and performance. This study explores how learning environments impact conceptual change in agricultural education. Based on conceptual change theory, meaningful learning occurs when students reject prior misconceptions and adopt new, intelligible, plausible, and fruitful ideas. Rather than a sudden shift, this change involves gradual restructuring of knowledge. Effective environments should trigger cognitive conflict, reflection, and social interaction around scientific concepts. The research examined Horticulture classroom at the University of Tehran, assessing how a blended learning approach, combining traditional and online methods can help students overcome misconceptions and achieve deeper understanding.

Method

This study employed a quasi-experimental design to analyze the dimensions of conceptual change. The research was conducted over one academic semester in a blended learning environment (combining face to face and online formats), intentionally designed based on the principles of conceptual change. The instructional framework was built upon three core elements derived from synthesized conceptual change models: motivation, effect of message, and participation.

Sampling Procedures

The target population consisted of undergraduate students from the College of Agriculture at the University of Tehran. A purposive sampling method was used to select participants. The study focused on a General Horticulture course, which was delivered in three separate classes, each taught by a different instructor for five sessions. The selection criterion for these classes was that students possessed relevant prior knowledge, allowing for the creation of cognitive conflict and the subsequent reconstruction of concepts.

Sample Size, Power, and Precision

The total sample size comprised 40, 35, and 18 students distributed across the three horticulture classes. The statistical population consisted of undergraduate students from the Faculty of Agriculture. Due to the study’s limitations—particularly the requirement for prior knowledge in botany to induce cognitive conflict—sampling was conducted using a purposive and convenience approach among participants of a general horticulture course. Accordingly, all students from three classes (with, respectively), each taught by a different instructor over five sessions, were selected as the study sample. Prior to the intervention, a pre-test with approximately 15 true/false questions was administered to all students to assess their prior knowledge and identify areas of cognitive conflict. This pre-test served as a baseline for measuring the precision of the subsequent changes. The study's power is demonstrated through the use of multiple data collection points and robust statistical tests (Wilcoxon, Cochran, McNemar) to detect significant differences in learning outcomes.

Research

Quantitative data were gathered using a series of tests: a pre-test to identify misconceptions, mid-tests (in one class), and post-tests to evaluate academic progress and conceptual restructuring. Qualitative insights into the students' learning experiences were captured through a questionnaire administered at the end of the semester. This questionnaire measured students' attitudes across the three key components of the theoretical framework: participation, effect of message, and motivation. Furthermore, the researcher conducted non-participant observations throughout all sessions to document the teaching process and classroom interactions, adding a qualitative layer to the understanding of the learning environment.

Results

The findings revealed that the implementation of conceptual change strategies significantly enhanced learning quality and corrected misconceptions. The Wilcoxon test showed a statistically significant difference between pre-test, mid-test, and post-test scores in Class 1 (the most comprehensive model), indicating sustained learning improvement (e.g., Pre/Post-test: Z=-3.450, sig=0.001). The Cochran's Q test results were significant for all three classes (e.g., Class 1: Q=265.983, sig=0.000), confirming significant changes in responses across the testing phases. McNemar's test detailed the specific questions where misconceptions were most prevalent and demonstrated significant improvement in the post-test after targeted teaching, particularly for concepts taught using the conceptual change approach. Analysis of the attitude questionnaire indicated that "interaction with the instructor and peers" was the strongest motivational factor. Students ranked "mastery of content through participation" highest among participation items, and "initial understanding of the topic as a trigger for further learning" was highly ranked for effect of message. However, a lower ranking for "feeling like a member of a group" suggested that while participation was effective, fostering a strong sense of community required more deliberate design.

Conclusions

This study shows that conceptual change in agricultural education requires an active, blended learning environment. The successful model combined hybrid instruction, formative assessment (mid-test), comprehension-based teaching, and student engagement. The proposed framework—focused on motivation, effective messaging, and inclusive participation—offers a practical strategy for teaching complex concepts in agricultural sciences.

Author Contributions

Mahsa Ali Agha contributed to all stages of the research, including conceptualization, methodology, investigation, formal analysis, data curation, and writing—original draft preparation. Amir Reza Rezaei supervised the entire research process and contributed to conceptualization, methodology, validation, and writing—review and editing. Amir Alambeygi and Fatemeh Narenji Sani provided advisory support and contributed to methodology and writing—review and editing. All authors have read and agreed to the published version of the manuscript.