Olawumi Bolupe MICHAEL-AONDOASEER 1, Musa James ADEJOH 2, Okwara Kalu OKWARA 3, Bernard Aondofa ATSUWE 4 and Justina Dorwuese DAGBA 5
1 School of Post Graduate Studies, Joseph Sarwuan Tarka University, Makurdi, Nigeria
2 & 3 Department of Biology Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria
4 Department of Physics Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria
5 Department of Science and Mathematics Education, Benue State University, Makurdi, Nigeria
Abstract
This study was carried out to investigate the effect of blended learning instructional strategy (BLIS) on secondary school III students’ achievement in Genetics in Makurdi metropolis, Nigeria. Two research questions and two hypotheses were formulated. The study adopted quasi experimental research design of non-randomized pretest post-test control group type. The population of the study was 2100 while a sample of 186 SS3 Biology students (made up of 125 males and 65 females) was drawn from four secondary schools using multistage sampling technique. The research instrument was the Genetics Achievement Test (GAT). The instrument was trial tested on 30 students. The Kuder-Richardson formula 21 was used to determine the reliability coefficient of GAT which was 0.84. The research questions were answered using mean while hypotheses were tested at 0.05 level of significance using ANCOVA. The findings of the study revealed that there was a significant difference between the mean achievement scores of students taught Genetics using BLIS and students taught with the traditional method. There was a significant difference between the mean achievement scores of male and female students taught genetics using BLIS. The study recommends that since BLIS has been found to enhance students’ achievement in Genetics, Biology teachers should be encouraged to adopt the instructional strategy for teaching topics in Biology. It was also recommended that the Ministries of Education should incorporate the method in Biology curriculum.
Keywords: Blended Learning, Academic Achievement, Biology Education, Genetics, Secondary Education, Teaching Methods
How to Cite this Article:
Michael-Aondoaseer, O. B., Adejoh, M. J., Okwara, O. K., Atsuwe, B.A. & Dagba, J. D. (2025). Effect of Blended Learning Instructional Strategy on Academic Achievement of Senior Secondary School Students in Genetics in Makurdi Metropolis. VillageMath Educational Review (VER), 7(1), 84-97. https://doi.org/10.5281/zenodo.16572784
