Enhancing Students’ Achievement in Basic Science Using Blended Learning Strategy
DOI:
https://doi.org/10.59675/S224Keywords:
Blended learning strategy, achievement, gender, basic scienceAbstract
The investigation explored the effect of blended learning on basic science students' performance. Additionally, the study determined how gender affects students' learning outcomes when utilizing a blended learning strategy. This study took place in Aguata Education Zone of Anambra State. Across the 50 public secondary schools that composed the Zone, 2,950 Upper Basic VIII students comprised the population. For the study, a sample size of 97 students (39 males & 58 females) was employed. Two of the Zone's three Local Government Areas (LGAs) were sampled using a simple random sampling technique. Additionally, one coeducational school was chosen from the two sampled LGAs and assigned to the experimental and control groups using a purposive sampling technique. The data collection tool was the Basic Science Achievement Test. BSAT was discovered to have a dependability index of 0.81 using Kuder-Richardson 20 (K-R20). The mean and standard deviation were used to answer the study questions, and the covariance (ANCOVA) analysis was used to evaluate the hypotheses at the 0.05 significance level. The study's findings showed that students' achievement in basic science is significantly improved when a blended learning strategy is used instead of a traditional lecture format. Furthermore, when teaching basic science using a blended learning approach, there is no appreciable difference in the mean achievement scores of male and female students. The researchers made several recommendations, such as that basic science and other courses should be taught by teachers using the BLS. The pre-service and in-service teacher should be provided with basic ICT training through conferences and seminars.
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