Analtsis of Online and Offline Instruction in Students Academic Achievement in Biology at Denis Osadebe University Asaba, Delta State
Abstract
This study investigated the effects of online and offline instructional methods on students academic achievement in Biology at Denis Osadebe University Asaba, Delta state. Using quasi-experimental design, two groups of students (online and offline), each consisting of 30 participants were exposed to the same Biology content over a set period . A 30 -item Biology Achievement Test (BAT), with a reliability coefficient of 0.82, was administered to measure learning outcomes. The result showed a mean score of 61.57 with a standard deviation of 2.40 for the online group and a mean score of 71.90 with a standard deviation of 1.90 for the offline group. An independent sample t-test revealed a statistically significant difference in achievement between the two groups with a t-value of 18.15 favoring the offline instruction. The finding suggest that offline instruction leads to higher academic performance in Biology compared to online method within the study context. The study recommends enhancing the structure and delivery of online instruction to bridge the performance gap. Also blended instruction is recommended since it employs the strength of both offline and online instructions.
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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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