Effects of Blended Learning and Guided Inquiry on Students’ Academic Achievement in Biology in Delta State
Abstract
This study investigated the effects of blended learning and guided inquiry on the academic achievement of secondary school students in Biology in Delta State, Nigeria. The study adopted a quasi-experimental pretest-posttest control group design involving 214 senior secondary students from six public schools. The participants were divided into three groups and taught using blended learning, guided inquiry, and lecture methods, respectively. Data were collected using a Biology Achievement Test (BAT) and analyzed using mean, ANCOVA and post hoc tests. The findings revealed significant differences in the mean achievement scores of students across the three instructional strategies, with blended learning being the most effective, followed by guided inquiry, and then the lecture method. Post hoc analysis showed that students taught using blended learning performed significantly better than those taught using guided inquiry and lecture methods. However, no significant gender differences were found in achievement among students exposed to either blended learning or guided inquiry. These results highlight the need to promote modern, student-centered instructional approaches in Biology classrooms to enhance learning outcomes and bridge pedagogical and gender-related gaps. Recommendations were made to support the integration of blended and inquiry-based teaching methods in secondary school science education.
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Published in INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AND ENVIRONMENTAL RESEARCH
ISSN: 8343-6971
This article appears in our peer-reviewed academic journal
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