BLENDED LEARNING INSTRUCTIONAL STRATEGY AND STUDENTS’ PERFORMANCE IN BIOLOGY

Abstract

The study investigated Blended learning instructional strategy and students’ performance in Biology in Ehime Mbano Local Government Area, Imo State. Three objectives, three research questions and three hypotheses guided the study. The study employed quasi-experimental research design. The population for the study consisted of 4,537 SS2 Biology students in Ehime Mbano Local Government Area, Imo State. One hundred and forty (140) SS2 Biology students in two intact classes formed the sample size for the study. One instrument was developed by the researcher which is Biology Performance Test (BPT) with 30 multiple choice questions drawn from two units (Mitosis and Meiosis). Reliability index for BPT of 0.84 was obtained using Kudder Richardson formula 21. Data obtained were analyzed using mean and standard deviation to answer research questions while hypotheses were tested using Analysis of covariance (ANCOVA) and t-test. The study revealed among others that students taught with Blended learning instruction achieved higher mean scores than the students taught with conventional method. Also, there was significant difference between the mean performance scores of students taught Biology using Blended learning instruction and those taught using conventional method. It was recommended that secondary schools should be adequately equipped with ICT facilities and workshop organized for teachers to enable them use blended learning in their teaching.