Application and effectiveness assessment of blended teaching mode in primary and secondary education: A quantitative study in Ganzhou, Jiangxi, China

Abstract

This study quantitatively examined the implementation and effectiveness of the Blended Teaching Mode (BTM) in primary and secondary schools in Ganzhou, Jiangxi Province, China, within the context of national educational digitalization initiatives. Guided by the Community of Inquiry (CoI) framework and the Technology Acceptance Model (TAM), a cross-sectional survey design was employed. Using stratified random sampling, 235 valid responses were collected from administrators (n=25), teachers (n=60), and students (n=150) across public and private schools in urban, suburban, and rural settings. Data were gathered through validated questionnaires and analyzed using descriptive statistics, correlation analysis, ANOVA, and structural equation modeling (SEM). Results indicated that stakeholder perceptions of BTM effectiveness were generally neutral (mean ≈3.0/5), reflecting a transitional stage of adoption. Student participation (β=0.746, p<.001) and teacher development (β=0.268, p=.005) emerged as significant predictors of effectiveness, whereas management and assessment mechanisms showed no direct effects. Contextual differences were evident, with private school students demonstrating higher participation, public school students reporting stronger perceptions of technology utility, suburban students showing lower engagement than urban and rural peers, and teachers rating BTM effectiveness more positively than administrators or students. Theoretically, the study extends the application of CoI and TAM to basic education. Practically, it highlights the importance of enhancing teacher digital competence, fostering student engagement, tailoring blended models to local contexts, and employing data-driven evaluation to support sustainable educational digitalization.