EFFECTS OF BLENDED LEARNING ON ACADEMIC ACHIEVEMENT OF SS 11 BIOLOGY STUDENTS IN OBIO-AKPOR LOCAL GOVERNMENT AREA’ OF RIVERS STATE

Abstract

   Our study centered on Effects of Blended Learning on Academic Achievement of SS2 Biology Students. The study involved a pre-test post-test nonequivalent control group involving quasi-experimental design. Two objectives, two research questions and two null hypotheses guided the study. Two thousand one hundred SS2 Biology students from twenty public secondary schools in Obio-Akpor Local Government Area constituted the population of the study while the sample size comprised of two hundred SS2 Biology students drawn from two schools via purposive sampling. Intact class was used and the students were randomly assigned to experimental and control groups. The experimental groups were taught using blended learning, while the control groups were taught using the lecture method. Biology achievement test on genetics (BATG) was used. Mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. The study held that there is statistical significant improvement in students’ achievement in genetics after exposure to blended learning instruction. There is no statistically difference in the achievement of boys and girls when exposed to blended learning. Consequently, the study recommended that Biology teachers should use blended learning approaches in solving learning problems. .Government should organize workshop for teachers and students on the use of blended learning approach.