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Journal of Engineering and Applied Sciences

ISSN: Online 1818-7803
ISSN: Print 1816-949x
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Effect of Blended Teaching Approach on Student’s Achievement in Biology

Chris Ibenegbu, Queendaline Ibenegbu Obiajulu, Helen Onyinye Muojekwu, Nonye Odionye, Anthonia Ngozi Ngwu, Chidinma Blessing Ugwu and Theresa Ukamaka Ugwu
Page: 2623-2629 | Received 21 Sep 2022, Published online: 21 Sep 2022

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https://doi.org/10.36478/jeasci.2020.2623.2629

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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 η2 = 0.315; there was significant main effect of gender on students achievement in biology F(1.80) = 14.570, p = 0.000, partial η2 = 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 η2 = 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.

How to cite this article:

Chris Ibenegbu, Queendaline Ibenegbu Obiajulu, Helen Onyinye Muojekwu, Nonye Odionye, Anthonia Ngozi Ngwu, Chidinma Blessing Ugwu and Theresa Ukamaka Ugwu. Effect of Blended Teaching Approach on Student’s Achievement in Biology.
DOI: https://doi.org/10.36478/jeasci.2020.2623.2629
URL: https://www.makhillpublications.co/view-article/1816-949x/jeasci.2020.2623.2629