Editor@guildaa.org || ISSN: 2536-7110
INTERNATIONAL JOURNAL OF CONTEMPORARY ACADEMICS (IJCA)
ISSN 2536-7110 © 2022 VOL. 7(1), Pp. 1 - 10, © JUNE 2022
THE USE AND EFFECT OF BLENDED LEARNING TEACHING STRATEGY ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOL BIOLOGY IN ONDO WEST LOCAL GOVERNMENT AREA OF ONDO STATE
Ogundoju B. M., Ogunsina F. F. and Asunbiaro S. C.
Department of Computer Science,
ADEYEMI COLLEGE OF EDUCATION, ONDO
www.guildaa.org
ABSTRACT
This study investigated the use and effect of blended learning on students’ academic performance in senior secondary school Biology. Pre-test post-test control group in quasi-experimental research design was adopted for the study. Intact classes comprise of senior secondary school two science students was drawn from two public secondary schools in Ondo West Local Government Area of Ondo State was used for the study. Data were collected through the use of is Biology Achievement Test (BAT) which was self-developed by the researcher. Data collected were analysed using t-test analysis. The study revealed that there was no significant difference between the pre-test of students taught with blended learning and those taught with conventional instructional strategy. The study revealed that there was a significant difference in the achievement of students that were taught with blended learning and those taught with conventional method. The study showed that there was no significant difference in the post-test achievement scores of male and female students taught with blended learning. The study recommended that seminar and workshop should be organised for teachers on other effective teaching strategies such as blended learning in the teaching and learning process. The use of blended learning as instructional strategy for effective teaching and learning process should be included and clearly indicated in the curriculum of trainee teachers. Government and professional associations should organise seminars, workshops, symposia and in-service training to update the knowledge of their members on the implications of the use of blended learning on the students learning outcomes.
Keywords: Blended Learning, Diagnosis, Retention, Performance, Biology
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