New Research Publication by Munda Lebbie Et al.: Bridging Achievement Gaps in Biology Classrooms Through Blended Learning Strategies

The Registrar-University of Sierra Leone: Munda Lebbie and others investigated the effect of the use of blended learning strategy on students’ achievement in biology at the Senior Secondary School level.

The study investigated the effect of the use of blended learning strategy on students’ achievement in biology at the Senior Secondary School level. Two schools were purposively selected within the area of study.

The research design was a quasi- experimental design using the pre-test, post-test non-equivalent group design. The instrument used to gather data was the Variation and Evolution Achievement Test (VEAT) which had a reliability coefficient of 0.73. A total of 75 SS2 biology students comprising 45 females and 30 males participated in the study.

The experimental group was taught with the blended learning strategy while the control group was taught with the traditional lecture method. The data (pre-test and post-test scores) collected was anlaysed using ANCOVA since the participants were not randomly assigned to the groups. The study found a statistically significant difference between the performance of students taught using blended learning and those taught with the traditional lecture method [F(1,71) = 137.19; p < .05]. Hence, the study concluded that blended learning is a potent strategy for improving students’ performance in biology and promoting meaningful learning.

Based on the findings of this study, we recommended that the government and school proprietors should strive to provide the basic technological facilities such as computers, projectors, projector screens, and internet facilities that will be needed by the teachers to deliver effectively.

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