Effect of Blended Learning Models on Students’ Academic Achievement and Retention in Science Education

Abstract

The norm for pedagogical situations in the 21<sup>st</sup> century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models (BLMs) 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 (BL) 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 BL method in learning science course at the secondary school level. The current study project has been conducted using a quasi-experimental design. The University of Abuja’s Center for Distance Learning and Continuous Education recruited 120 undergraduate students for this study. The blended learning model success test (BMAT) and blended learning model retention test (BMRT) were the instruments used for data gathering. The experimental groups’ students were instructed using BL 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 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 BL. The study concluded that learners’ achievement and retention in science are significantly improved by BLMs. It is recommended that BL approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.

Exploring teacher improvisation and its influence on learner performance in an under-resourced Grade 11 Life Science class

“…Synonymously, Ibrahim et al (2017) elucidate the term by stating that it is the use and adaptation of local resources when manufactured materials are in shortage or absent altogether. The resources reinforce the comprehension of complex scientific concepts (Ogunode et al, 2022). Mboto et al (2011) andAsare et al (2018) highlight the impact of the much-needed improvised resources in African countries such as Kenya and Ghana respectively.…”

“…Ideally, science teaching efficacy could be supplemented by integrating apparatus needed to conduct investigations, however, socioeconomic constructs prevent the feasibility of this endeavour. Science resources facilitate knowledge acquisition and performance (Ogunode et al, 2022). The inaccessibility of resources has led to the declination of student achievement in science.…”

“…This is a feasible solution that could be deployed in South Africa, as the study has contextual merit which highlights the plight of resources shortages in third world countries. Ogunode et al (2022) refers to improvisation as the alternative as three dimensional models are used to teach the excretory system the use of these instructional models assists with a learner's assimilation of knowledge thus creating understanding of concept (Ogunode et al, 2022). Saminu and Usman (2017) explicate the teacher-oriented use of improvised resources as an effective strategy conversely, Hauwa and Hauwa (2018) report learners' active participation in the process of improvisation to have been met with higher achievement.…”

“…Adequate resources, instructional materials, and teacher expertise determine the success or failure of the curriculum (Ogunode et al, 2022). Most schools in rural areas still need adequate apparatus in science classrooms to conduct experiments.…”

Readiness, barriers, and attitude of students towards online medical education amidst COVID-19 pandemic: A study among medical students of Ebonyi State University Abakaliki, Nigeria

“…In Nigeria, the COVID-19 pandemic impacted higher institutions following the lockdown in many ways: disruption of the academic calendar, teaching and learning gap, loss of workforce, reduction of international education, and cancellation of local and international conferences [ 8 ]. Furthermore, the coronavirus pandemic exposed massive socio-economic inequality and learning disparity in Nigeria’s education system, with wealthy families sending their children to private schools equipped for remote learning in contrast to the poor public school facilities [ 9 ].…”