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.