Traditional classroom teaching has shared the spotlight with technologies since its
entrance into educational settings. New teaching methods emerged to lay the foundation
for complementing deficiencies that obstruct the theory of constructivism and students’
self-center learning, including blended learning. Through this lens, we researched the effect
of blended learning in medical students’ writing performance. Three hundred participants,
divided into two groups, were involved in the project. The experimenter invited the control
and experimental groups to accomplish two written works during the blended course. The
intervention of new method of teaching during the treatment for the second writing shows
its effectiveness. Besides the t-test, other instruments such as Cronbach’s alpha and
interviews were also implemented to measure the influence of blended activities in
students’ writing performance, as well as their perception.
