@article{MAKHILLJEAS2020151219343,
    title = {Effect of Blended Teaching Approach on Student’s Achievement in Biology},
    journal = {Journal of Engineering and Applied Sciences},
    volume = {15},
    number = {12},
    pages = {2623-2629},
    year = {2020},
    issn = {1816-949x},
    doi = {jeasci.2020.2623.2629},
    url = {https://makhillpublications.co/view-article.php?issn=1816-949x&doi=jeasci.2020.2623.2629},
    author = {Chris,Queendaline,Helen,Nonye,Anthonia,Chidinma and},
    keywords = {Biology,blended learning,approach,students,achievement,gender,Nigeria},
    abstract = {The study investigated the effects of blended
teaching approach and gender on student’s achievement
in Biology in Nsukka Local Government Area of Enugu
State, Nigeria. The study employed a non-equivalent
quasi-experimental 2×2 factorial research design. We
used 85 Secondary School Two (SS-II) students from two
schools for the study. We used Biology Achievement Test
(BAT) to collect data. We stated three specific purposes.
We posed three research questions. Moreover, three
hypothesis were tested. The data were analyzed using
descriptive statistics and Analysis of Covariance
(ANCOVA). The results showed that there was a
significant main effect for approach on students
achievement in biology F(1,80) = 13.808, p = 0.000,
partial &#951;<sup>2</sup> = 0.315; there was significant main effect of
gender on students achievement in biology F(1.80) =
14.570, p = 0.000, partial &#951;<sup>2</sup> = 0.240. Moreover, there was
significant interaction effect of teaching approach and
gender on students achievement in biology F(1.80) =
23.798, p = 0.000, partial &#951;<sup>2</sup> = 0.229. We recommended
that teachers should strive to use BTA as an innovative
instructional approach in teaching biology as this will help
to concretize learning and enhance the academic
achievement of students.}
    }