EFFECT OF BLENDED LEARNING MODELS ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN SCIENCE EDUCATION

Abstract

The norm for pedagogical situations in the twenty-first century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a blended learning method in learning science course at the secondary school level. The current study has been conducted using a quasi-experimental design. The University of Abuja’s Centre for Distance Learning and Continuous Education (CDL & CE) recruited 120 undergraduate students for this study. The Blended Models Achievement Test (BMAT) and Blended Models Retention Test were the instruments used for data gathering (BMRT). The experimental groups’ students were instructed using blended learning methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical Package for Social Science (SPSS) version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through blended learning. The study came to the conclusion that learners’ achievement and retention in science are significantly improved by blended learning models. It is recommended that blended learning approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.