TY  - JOUR
T1  - Effect of Blended Teaching Approach on Student’s Achievement in Biology
AU - Ibenegbu, Chris AU - Ibenegbu Obiajulu, Queendaline AU - Onyinye Muojekwu, Helen AU - Odionye, Nonye AU - Ngozi Ngwu, Anthonia AU - Blessing Ugwu, Chidinma AU - Ukamaka Ugwu, Theresa 
JO  - Journal of Engineering and Applied Sciences
VL  - 15
IS  - 12
SP  - 2623
EP  - 2629
PY  - 2020
DA  - 2001/08/19
SN  - 1816-949x
DO  - jeasci.2020.2623.2629
UR  - https://makhillpublications.co/view-article.php?doi=jeasci.2020.2623.2629
KW  - Biology
KW  -blended learning
KW  -approach
KW  -students
KW  -achievement
KW  -gender
KW  -Nigeria
AB  - 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.
ER  -