Google Classroom Blended Learning Strategy and Secondary School Chemistry Students’ Performance in Obio-Akpor LGA, Rivers State

Abstract

This study examined the use of Google Classroom in Blended Chemistry Learning and Secondary School Chemistry Students’ Performance in Obio-Akpor Local Government Area of Rivers state. Quasi-experimental design was adopted for the research. A sample size of fifty-one (51) senior secondary school III students participated in the study. Two research questions and two null hypotheses guided the study. A validated instrument titled Google Classroom Blended Learning Chemistry Performance Test (GCBLCPT) was used to collect data. The reliability of the instrument was established using split half method and correlated with Pearson Product Moment Correlation Coefficient and Spearman-Brown Correlation to obtain an index of +0.82. The research questions were answered using mean and standard deviation while the hypotheses were analyzed using ANCOVA at 0.05 significant level. Findings from the study revealed that the chemistry students who were taught with both the Google classroom and physical classroom made higher learning performance gain than those taught only in their traditional physical classroom. There was a significant effect of the use of Blended Google classroom over the physical classroom chemistry teaching-learning on the scores of the students. It was recommended among others that use of Google classroom should be adopted as a Blended learning technique in the teaching and learning of chemistry at the senior secondary school level to enhance learning and also improve the performance of the students in chemistry.