Blended Instructional Strategy and Students’ Achievement and Retention in Chemistry in UYO L.G.A, Nigeria

Abstract

This study examined the effect of blended strategy on students’ achievement and retention in chemistry. Three research questions and hypotheses were formulated and quasi-experimental design was adopted. 100 chemistry students, in two intact classes, in two co-educational public secondary schools, in Uyo L. G. A, Akwa Ibom State was selected using random sampling technique made up the sample. Two researcher made instruments containing 25 items each were used. The instruments were Chemistry Achievement Test (CAT) and Chemistry Retention Test (CRT). Reliability coefficient was determined using Kuder Richardson formular 20 (KR-20). The results showed reliability co-efficient of 0.72 for the CAT and CRT. The research assistants were guided to teach the concept of chemical combination using blended learning and expository strategies using lesson guides. Analysis of Covariance (ANCOVA) was the statistical tool used. The result indicated a significant difference in the mean performance scores of chemistry learners instructed using blended strategy than those instructed using expository method in favour of the experimental group. A significant difference existed in the mean retention scores of chemistry learners taught chemical combination with blended strategy than those taught with expository strategy. Gender was found not to be statistically significant. Arising from the findings of the study, it is recommended that teachers of chemistry should make effective use of blended instructional strategy in the teaching of concepts in chemistry.