EFFECT OF BLENDED LEARNING APPROACH ON SECONDARY SCHOOL STUDENTS’ INTEREST IN BIOLOGY IN AWKA EDUCATION ZONE
Abstract
The study investigated the effect of blended learning approach on senior secondary students’ interest in Biology. Non-randomized quasi-experimental research design was adopted for the study. The population of the study was 4,391 senior secondary school two (SS2) students offering Biology in Awka Education Zone in the year 2022. A sample of 87 students obtained using a multi-stage sampling procedure were involved in the study. Two research questions and two hypotheses guided the study. Biology Interest Scale (BIS) was used for data collection. The instrument was subjected to face validity by 3 experts. A reliability coefficient of 0.84 was obtained using Cronbach Alpha formula. The data obtained were analyzed using Mean and standard deviation, while ANCOVA was used to test the null hypotheses at 0.05 alpha level. The findings of the study revealed that students taught with blended learning significantly improved in their interest in learning biology more than those in the control group. It was also discovered that there was no significantly difference in the achievement of male and female student. Thus, making BLA gender friendly. The study recommended amongst other that Biology teachers should be encouraged through seminars and workshops, and supported financially to adopt blended learning approach in biology classrooms in other to ensure effectiveness in teaching.
References
Agbasi, S. O., and Okeke, S. O.C. (2020). Effect of Reflective Instructional Strategy on Secondary School Students’ Achievement in Chemistry in Awka Education Zone, Anambra State. UNIZIK Journal of STM Education, 3(2), 161-168.
Eryilmaz, M. (2015). The effectiveness of blended learning environments. Contemporary Issues in Education Research (Online), 8(4), 251.
Ezeanyika, V. A. and Okigbo, E. C. (2021). Effects of Blended Learning Instructional Approach on Secondary School Students’ Academic Achievement in Computer Studies. International Journal of Education and Evaluation, 7(2), 25-35.
Federal Republic of Nigeria (2020). National Policy on Education. Lagos: NERDC Press.
Hirumi, A. (2020). The design and sequencing of online and blended learning interactions: A framework for grounded design. The Canadian Learning Journal, 16(2), 21-25.
Ibenegbu, Q. O., Nzewi, U. M. and Aniaku, O. L. (2020). Stimulating Students’ Interest in Biology Using Blended Teaching Approach. Journal of the Nigerian Academy of Education, 4(2), 228-238. https://www.journals.ezenwaohaetorc.org/index.php/JONAED/article/viewFile/1271/129
Kheng, C. F. Y. (2021). Impact of Blended Learning on Students’ Engagement in a Skill-Based Module. Asian Journal of Education and e-Learning, 2(6), 499-504
Lalima. and Dangwal, K. L. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research 5(1), 129-136.
Muokwe, E. O. and Okeke, S. O. C. (2021). Effect of jigsaw technique on the academic achievement and retention of secondary school students in biology in Awka Education Zone. Unpublished thesis (M.Sc.Ed). Nnamdi Azikiwe University Awka.
Nnoli, J. N. and Onwudinjo, F. U. (2023). The Effect of E-Learning-Asisted Instruction on students’ Achievement in Chemistry. Forum for EducationStudies, 1(1), 1-10.
Nworgu, B. G. (2016). Educational Research: Basic Issues and Methodology (3rd ed.). Nsukka, Nigeria: University Trust Publishers.
Oguezue, N. K. and Osuafor, A. M. (2022). Effect of reflective instructional strategy on students’ retention in Basic Science in Onitsha education zone. South Eastern Journal of Research and Sustainable Development 6(1), 75-90
Okeke, E. A. C. (2017). Sex difference in the understanding of some important biology concepts. Nigeria Journal of Education, 2(1), 125-132
Okigbo, E. C. & Okeke, S. O. C. (2017). Effects of Games and Analogies on Students’ Interest in Mathematics in JSTAN.
Omenka, J.E. and Kurumeh, M.S. (2016). Gender and location as correlates of achievement in number and numeration using Ethno mathematics approach in the junior secondary schools in Benue State. Greener Journal of Educational Research, 3(4), 184-190.
Onyema, E.M. (2019). Integration of Emerging Technologies in Teaching and Learning Process in Nigeria: the challenges. Central Asian Journal of Mathematical Theory and Computer Sciences, 1(August), 35-39
West African Examination Council. (2021). https://www.waeconline.org.ng
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties and that the Article has not been published elsewhere. Author(s) agree to the terms that the IJO Journal will have the full right to remove the published article on any misconduct found in the published article.
