EFFECT OF THE BLENDED LEARNING APPROACH ON PUPILS SCIENCE

ACADEMIC PERFORMANCE IN ETI-OSA LOCAL GOVT AREA.

ABSTRACT
The study examined the efficacy of Blended learning approach on students’ academic
achievement and retention ability in genetics as a difficult concept in Biology in education
district I, alimosho-Lagos. The study adopted a true experimental design. The research process
lasted for four weeks and 250 science students from 5 senior secondary schools formed the
sample size for the study. The research instruments used for data collection was Genetics
Achievement Test (GAT) of ecology for students and questionnaire for teachers. The GAT and
questionnaire were validated by the researcher’s supervisor and their reliability was
established using test retest and Cronbach Alpha with coefficient of 0.83 and 0.84 respectively.
Pretest was administered to both the experimental and control groups before treatment. For the
treatment, the experimental group was taught using the Blended learning Approach and the
control group taught using lecture method. After the treatment, posttest was administered and
after a period of 3 weeks, retention test was then administered. The responses from the
Genetics achievement test and questionnaire were analyzed using analysis of covariance
(ANCOVA) and ChiSquare respectively. The result from ANCOVA giving the value of 0.00
which is less than 0.05 showed a statistically significant difference in the academic
achievement of students taught Genetics using the BLA and those taught using the lecture
method. There was no statistically significant difference in the retention ability scores of both
groups. However, the study also revealed that gender does not have any significant effect on
the academic achievement and retention ability of the students. Result from the chi-square
made it known that teachers showed interest and supported the use of the Blended learning
Approach to improve students’ academic achievement and retention ability in biology. Finally,
conclusions, useful recommendations and suggestions for further studies were highlighted.
Words Count: 296
Key words: Blended learning approach, genetics, biology, achievement, retention, significant
CHAPTER ONE
1.1 Background of the study
Blended Learning is a hybrid of traditional face-to-face and online learning so that instructions
occur both in the classroom and online, and where the online component becomes a natural
extension of traditional classroom learning. Blended Learning refers to “mixing of different
learning environments”. Blended learning is an effective integration of various learning
techniques, technologies and delivery modalities to meet specific communication, knowledge
sharing and informational needs (Finn &Bucceri, 2006). It is suitable for all educational levels.
Blended Learning is an approach to education that combines online educational materials and
opportunities for interaction online with traditional place-based classroom methods. It requires
the physical presence of both teacher and student with some elements of student control over
time, place, path or pace.
The importance of the current research stems from its topic, blended learning, and it is
conducted to consider blended learning an invented technique in teaching and developing the
teaching methods used in teaching science in the Secondary schools by providing a new method
of teaching where the information technology and communication is used without the need for a
radical change in the traditional methods; the reason is that the blended learning method does
not rely on the traditional methods but it works to improve them by integrating them with the
electronic methods.
1.2. Statement of the problem
Beaming the searchlight towards improving science learning in Nigeria, the first focal point is
the classroom, and the question that begs is, “how is science being taught in a typical Nigerian
classroom”? To narrow the search and for this study, the researcher has limited the scope to
biology being the backbone of the three major science subjects (Biology, Chemistry, and
Physics) taught in Nigeria at the senior secondary school level (Ahmed et al, 2021). Despite the
importance of biology to the student and society at large, it has been observed that Biology
students lacked interest in learning the subject (Ayanda, 2005). The WAEC chief examiners
report (2018, 2019) also reported that students perform poorly in the subject. Many factors were
reported to have contributed to the students’ poor performance in Biology, but Orji and Ebele
(2006) attributed students' poor achievement to the faulty teaching methods of instruction
adopted by Nigerian secondary school biology teachers, while (Oyekan, 2011; Jolif, 2018)
attributed biology students poor performance to inadequate instructional materials and physical
facilities, time constraints in teaching science. This situation of poor performance of Biology
students and theS failure of the lecture method as an instructional strategy calls for an
alternative instructional strategy that will foster meaningful learning of science.

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Based on the foregoing, the researcher considered investigating students’ achievement and
retention skills in biology, particularly with interest in genetics concepts using blended learning
approach (BLA). The main objective of this study was to investigate the impact of the blended
learning cycle model on students’ achievement in genetics and check if its use as an
instructional strategy could enhance students’ retention ability.
1.3 Purpose of study
The principal purpose is to examine the relative effect of blended learning strategies on
students achievement in biology.
1. Specifically the study seems to determine the effects of blended learning strategies on
the academic performance of students
2. The effects of blended learning strategies on anxiety level of biology student
3. The influence of gender on the academic performance of students towards using blended
learning strategy
1.4. Research questions
The study sought to answer the following research questions
1. Will there be a statistically significant difference in the achievement of students using a
blended learning strategy and those taught using lecture method
2. Will there be a statistically significant difference in achievement score of male and
female student taught biology using blended learning strategy and those taught using a lecture
method
3. Will there be a statistically significant difference in the retention ability of students
taught genetics using Blended learning approach and those taught using lecture method
1.5.1 Research hypothesis
HO1: There is no statistically significant difference in the mean achievement scores of students
taught genetics using blended learning approach and those taught using lecture method.
HO2: There is no statistically significant difference in the mean achievement scores of male and
female taught genetics using blended learning approach (BLA)
HO3: There is no statistically significant difference in the retention ability of students taught
genetics using Blended learning approach and those taught using lecture method

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1.6 Significance of the study
The objective of this study seeks to promote meaningful science teaching and learning in
secondary schools. However, this study will not only be of benefit to students alone but to the
society at large. This is because in our world today, the growth and development of nations is
hinged on science and technology. Hence, there is a need to promote good quality science
education so as to improve upon the quality of science students being churned out in our basic
and secondary schools as they would later become graduates of higher institutions and enter
into the national work force/labour market. When students are properly educated on the basics
and rudiments of science, the nation will benefit and consequently increase the quality of future
doctors, engineers, science teachers, architects, pharmacists and other science professionals.
The findings of this study will aid science teachers particularly biology teachers in schools to
understand how blended learning model works, and its proper application so as to help them
effectively manage their classroom, properly train students on the tenets of science and promote
appreciation of science on the part of the students. The main goals of science education are to
develop understanding of biological organisations, scientific methods of research to solve
pressing scientific related societal problems such as health and as well make students conscious
of possible scientific careers in the future. To help develop science, the right teaching approach
needs to be incorporated into classroom situations to maximize students' interest and
achievement.

1.7 Scope of study

The study will focusing on the efficacy of blended learning approach on senior secondary
school Biology students. However, the scope of this research work will comprise of five
purposefully selected senior secondary schools in Education District1, Eti-Osa LGA of Lagos
state, with 250 biology students and 10 teachers i.e 50 students and two teachers per school.

1.8 Limitation of the study

Apart from time frame and financial constraints limitations to this study, getting approval to
conduct this study was nearly difficult in some schools. Also, the inability of the researcher to
cover the whole of public senior secondary schools in Education District I, Eti-Osa LGA of
Lagos State.

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1.9 Operational definition of terms
Blended Learning: (Harriman, 2004) defined it as a type of education that combines various
educational activities such as face-to-face learning in the classroom and the live e-learning.
(Khamis, 2003) defined it as an integrated system designed to help the learner through each
stage of learning since it is based on combining the traditional learning and e-learning with its
various forms within classrooms.

Approach; A way of dealing with situation or problem synonymous to method or process

Genetics; Genetics is the branch of biology concern with the study of genes, genetic variation,
and heredity in organism. Though heredity has been observed from millennia by Gregor
Mendel who is the father of genetics.
Teaching; is a process of impacting knowledge which involves many activities on the part of
the teacher and learner (students). Teaching is a process of attending to peoples needs,
experiences and feelings and making specific interventions to help them learn a particular
concept. Interventions commonly take form of questioning, listening, giving, information
explaining some phenomenon ,demonstrating a skill or process, testing understanding and
capacity and facilitating learning activities.
Learning; is the process of acquiring new understanding knowledge, behavior, skill, values,
attitudes and preferences. The ability to learn is possessed by humans, animals and some
machines.
Biology; is one of the natural sciences that studies living things. The word biology is coined
from two Greek words; Bios meaning life, and logy (logia) which means to study. Thus, the
concept of biology is concerned with the study of life.
However, Biology is the branch of science that studies life using inquiry methods and
discoveries. Performance; is the completion of a task with application of knowledge, skills and
abilities. Performance is deemed to be the fulfilment of an obligation, in a manner that releases
the performer from all liabilities under the contract.

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Achievement: it is the result of what was learned by the students directly after the end of the
educational material. It is measured by the total marks obtained by the student in the test, which
was prepared for this purpose.
Experimental Group: The group of students taught using the Blended Learning Approach
(BLA).
Traditional Approach: otherwise referred to as the conventional lecture method is the most
common method of instruction used in schools to teach and impart knowledge to students.
Experimental Group: The group of students taught using the Blended Learning Approach
(BLA).
Control Group: The group of students taught using the traditional lecture method.

CHAPTER TWO
LITERATURE REVIEW
2.1 Conceptual framework
Individuals Are Born into Certain Social Identities That Lead Them to Hold Unique Roles In
Society; Often Times These Roles Are Unequal, Which Inevitably Leads To The Oppression Of
One Group And The Dominance Of Another (Harro, 2013). Dominant groups in societies
decide the qualification of subordinates in society; their rules are instilled and then perpetuated
(Kirk &Okazawa- Rey, 2013; Tatum, 2013). So, for an argument to be made that public
education is offered equally to everyone and that all students have the same opportunity to
achieve is not necessarily an accurate statement. Due to the historical foundations of the story
of public education in the United States, it stands to reason that education has not ever been
equally accessible to all students enrolled. Whether it is the quality of the teacher, the socio -
economic status or the unclear educational focus of the child, the teacher, the school or school
system, their access to technology, students’ diverse backgrounds, or other roadblocks to
change .There are some very real issues to overcome when attempting to equalize the
educational landscape for all students in public schools. An important piece to consider when
discussing unequal opportunity is that there is much that is out of the hands of the teacher. Most
teachers are not empowered to change much since some of these things are either decided for

5
them or are prescribed to them based on where they teach or the students they are teaching.
Teachers simply do not have many tools available to combat some of these issues. In their
work, Shalem, DeClercq, Steinberg, and Koornhof (2018) report that one such example of this
is standardized lesson plans. Shalem, et. al. (2018) reported that “standardized lesson plans
(SLPs) were criticized in the 1970s and 1980s for deskilling the teaching profession and
reducing the work of teachers to that of mere technicians. This critique is now returning at a
time of growing regulation of teacher’s work in many school systems” (p. 205).There is one
area however, in which the teacher has much power, it can be found in the way they structure
their learning environment and what happens when they make decisions about how to best
reach their students and then they begin to teach their kids. While teachers may not enjoy full
autonomy, good teachers being knowledgeable of the information they are required to teach and
having taken the time to know their students should be able to create an environment where
students can learn effectively (Shalem, et.al., 2018). Regardless of the parameters placed on
them from outside the classroom, some being things they cannot change, teachers have a duty to
work for the betterment of their students in whatever way possible once they do to their
classroom closes and class begins. Since there are a multitude of options that teachers have
when they enter their classrooms concerning the ways in which they teach and their students
learn, new and innovative modalities for teaching and learning should be tested. One such
relatively new and innovative modality is blended learning and it leads one to question;
Does blended learning, the mixture of in person and digital distance learning, have an effect on
student achievement?
This literature review is divided into sections that underscore the research and literature on the
subject. The first section deals with the purpose of the review, the second describes the key
concepts used, then a discussion of the historical and theoretical perspectives, the next section
deals with the rationale for blended learning, then how to guide according to the research for
how to effectively implement and operate a blended learning environment, next the use of
technology in a blended learning environment and finally a look at the different perspectives of
the students who have been involved in a blended learning scenario. The information used for
this literature review was found through such search engines including ERIC and Google
Scholar, Scholarly articles, textbooks, entries from academic journals and other books written
by experts and researchers were used.

6
This chapter deals specifically with the information produced by experts in the fields of
education, blended learning, educational theory, diversity and social justice, educational
practice and educational technology. This particular literature is important to this body of work
because it sheds light on the research basis of the action research conducted concerning the
implementation of a blended learning environment. The research helped to shape and clarifies
the plan, scope and range of study in this action research by exemplifying other studies that
have been conducted over time concerning similar subject matters.
The research that is being used in this study was considered through several lenses concerning
blended learning and other aspects of the educational realm. The lenses used and considerations
were given to the timeframe in which studies were written or conducted; considerations were
given to the intent of the studies, subjects of the studies, the locations of the studies, the
findings of the studies, the methods used in the studies as well as any possible limitations within
the studies. Other literature was gauged on the value of the content relative to the topic of
blended learning as well as the implications of the information for the action research being
conducted. All aspects of the research were considered regardless of the positive, negative or
neutral results of the studies, the implications of the information or the extent of the
information.
2.1.1 Overview of Teaching Approaches
Teaching approach it is a set of principles, beliefs, or ideas about the nature of learning which is
translated into the classroom. An approach is a way of looking at teaching and learning.
An approach gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners learn .In the classroom: Learners in the modern
language classroom often learn through techniques drawn from a variety of methods/approaches
Teachers select techniques from various approaches according to the different needs of their
learners. Most course books mix methods and techniques in this way.
The term Teaching method refers to the general principles, pedagogy and management
strategies used for classroom instruction. Your choice of teaching method depends on what fits
you, your educational philosophy, classroom demographic, subject area(s) and school mission
statement.

7
Thus, the role of the teachers is important to ensure that students are able to master the subjects
well (Eggen and Kauchak, 1993). In general, there are many teaching and learning approaches
that can strengthen the students' understanding and mastery of the subjects that have been
taught, if the approach is applied correctly it will help to attract students to the subjects that are
perceived to be very boring. For effective participation and understanding of students in the
classroom the write approach must be applied to a particular subject/topic during learning.
According to Hoque, 2016, his findings showed that more than 89 percent of respondents
agreed that group activities, discussions, exhibitions, role play, interview, debate, community
service, organizing contest, forum and musical performance can attract students to patriotism-
based courses. Thus, this no longer adheres to the old concept of teaching and learning, where
the teachers simply transfer knowledge to pupils without the student himself trying and using
his existing experience or knowledge (Yahya and Ayles, 2011). In other words, the approach
provides an opportunity for the students to develop skills and knowledge by linking past
experiences with future uses (Hoque, 2016).
2.1.2 Overview of Approaches for Teaching Biology
The focus of Education is in the transmitting of all that is good and worthwhile in any culture.
These include knowledge, skills, attributes and values needed by the individual to survive in his
environment. There are several procedures for infusing these values, ideas and skills to the
individual in the school system. One of these procedures is through teaching.
Teaching is a complex work that requires not only knowledge of the subject matter but also
many other functions which include: lesson preparation, presentation skills and evaluation
skills. It involves assessing students' progress continuously while accommodating individual
differences, (Afola, Nweke, Stewart & Stephen, 2003).
Teaching is effective by getting students engaged into learning related activities that encourage
them to adopt a deep approach to learning (Agbai, 2004). Teachers provide students with a
learning environment in which the learning context facilitates students' understanding and
construction of new knowledge (Nwagbo, 2011).
Such learning environment could be the use of various teaching methods, thus, teaching method
is a procedure and means of communicating information, ideas, knowledge, skills and attitudes
to the students so that at the end of the instruction, the students can behave in the manner stated
in the objectives of the lesson (Agbai, 2004).

8
The biggest challenge before a teacher appears to be the presentation of a lesson this is because
the success of a learning encounter is dependent on effective lesson presentation, using
appropriate teaching method. The choice of teaching method to be used depends largely on the
information or skill that is being taught and it may be influenced by the interest and aptitude of
the students (Agbai, 2004). Agbai stated further that there is no single method for the teaching
of science. The method adopted at any time depends on a number of factors. Such factors
include: the nature of the topic, the age of the learner and the learning environment, among
others. There are different teaching strategies (methods) in science education. A good science
teacher should be able to use a variety of methods considered suitable for any given instruction.
The different methods are not mutually exclusive.
The methods or strategies that are frequently used for science education include: the traditional
lecture method (chalk and talk method), the discovery method, inquiry method, demonstration
method, laboratory method and problem solving instructional method (Obiekwe, 2008).
In teaching, strategy means those procedures by which objectives of teaching are realized in the
class. Shaibu& Us man (2002) defined teaching strategy as "a generalized plan for a lesson
which includes structure, instructional objectives and an outline of planned tactics necessary to
implement the strategies". In science education , new ideas and approaches are introduced in the
curriculum design, methods of instruction should be improved to achieve the desired goals,
enrich the learning experience and make learning more functional to the students and society at
large (Ali, 2004).
There are many innovative teaching strategies in teaching and learning of science. Some of
these strategies include cooperative/teamwork learning format, games and simulation, project
method, peer teaching, concept mapping and constructivism. Obiekwe also categorized the
teaching method into two approaches: teacher centered approaches and student centered
approaches.
Gusti (2008) and Campbell (2006) stated that teacher centered approaches to instruction are
often referred to as the traditional methods of teaching, didactic or direct instruction, and that
they include all the methods grounded in behaviorism, such as the lecture/expository methods,
demonstration and recitation.
The term teacher-centered depends on the role that the teacher assumes in traditional classroom
context, which focuses more on content than on the student. McDonald (2002) explained that in

9
teacher centered instructional approach, it is difficult to determine student’s capacity, because
the teacher centered approach places control for learning in the hands of the teacher. The
teacher uses the expertise in content knowledge to help learners make connections. Teacher
centered approaches are centered on transmission of knowledge in a manner that emphasizes
training or memorization.
Nwosu (2006) stated that the teaching of biology involves three major domains of educational
objectives namely: cognitive, affective and psychomotor. Nwosu stresses that it has been
observed that often times, teachers of biology mostly emphasize cognitive domains. For the
learning of biology to be meaningful and functional, the instructional techniques in biology
should be such that bring out the relevance of scientific concepts and principles to the need of
the community.
However, it is common knowledge that biology teachers usually adopt the teacher centered
approaches especially the lecture method which has been criticized by many researchers as a
poor method of instruction (Mandor, 2002). They argued that the information flow is
unidirectional, making learners to be less active and less interested in the learning process, limit
the amount of student participation, hence it is not adequate for teaching hands-on skills and
maintaining students' interest in the learning process (Mandor, 2002). The lecture method which
is under traditional teaching methods has been found to be deficient in creating permanent and
meaningful learning(Inanyamg and Ekpeyoung, 2000). According to the researcher, students'
poor performance has been caused by chalk and talk method adopted by many science teachers.
Madu (2004) found that the conventional method as used by the majority of science teachers is
unlikely to develop adequate conceptual change in physics students.

Okebukola (2002) tagged it stereotyping method of teaching. In general, there is no doubt that
the traditional teaching methods do not take into account the existing beliefs of students, and
therefore are largely ineffective in changing students conception of science (Yeo and Zadnik
2001; Eryilmaz, 2002; Baser, 2006). Hence, in view of this Okebukola (2002) stated that "there
are numbers of reason why we need to put on a new barb in our delivery of science education as
trive towards going beyond stereotype”. This statement of Okebukola is a pointer to the need
for student centered instructions strategies.

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The student centered approach includes all the instructional strategies that underscore teachers
as decision makers and problem solvers (O'Bannon, 2002). It includes all instructions strategies
that view the teacher as a facilitator (guide) as the learners construct their own understanding
(Guisti, 2008). Instructional strategies that are often referred to as student centered approaches
include, constructivist, games and simulation, problem solving, cooperative learning, case
studies, graphic organizers, peer teaching approaches etc. (Campbell, 2006). Student centered
approaches are characterized by student sharing some degree of the responsibility for making
decision that concern teaching and learning in the classroom (Campbell, 2006 and Guisti,
2008). The students are deeply involved in the teaching and learning process in student centered
approaches. The teacher in the student centered approach is seen as a facilitator, a mentor, a
coach or a consultant as the students construct their learning (Kirshner,Sweller& Clark, 2006;
Guisti, 2008). The Student-centred approach however, emphasizes a variety of different types
of Student methods that shift the role of the instructors from givers of information to facilitating
Student's learning. Many researchers (Campbell, 2006; Kirshnerl, Sweller& Clark 2006) are of
the view that learning in a Student-centered environment makes learning more meaningful and
durable as students are more participants in the learning process. Today, many educators and
researchers (Nwagbo& Okoro 2012) promote a shift from teacher-centered approach of
instruction to student-centered approach of instruction, especially in science (Exline, 2006;
kirshner, Sweller& Clark, 2006). For the benefit of this study, practice that support Student-
centered approach include concept mapping rather than mastering of fact. Student-centered
learning allows students to actively participate in discovery learning from their own views.
Student consume the entire class time constructing a new understanding of materials being
learned without being, but rather proactive. The teacher direct attention of the learner to what is
important in the coming material, highlighting relationships, and providing a reminder about
regular prior knowledge. This could be done by the use of instructional scaffolding which
engages both the teacher and student during the learning process.
2.1.3 Achievement in Genetics
Academic achievement deals with the extent Student's have gained from a particular course of
instruction. According to Omach (2000) achievement is the scholastic standing of a student's
performance at a given moment. It also refers to cognitive score or learning outcome in a
subject ( Johnson 2002, Shaibu& Usman 2002), it has to do with the successful accomplishment

11
of goal(s). The purpose of testing an achievement is to help the teacher and the student evaluate
and estimate the degree of success attained in learning a given concept. It is equally appropriate
in determining the efficiency of instruction.
Achievement test results enable us to obtain information on the extent to which a student has
attained a criterion performance. It also enables us to determine the relative position or rank of
individual Student with respect to their performance and to compare a student performance
based on other Student's performance. Other benefits may include identifying a student's growth
or lack of growth in acquiring desired skill attitudes and social values, to determine the
effectiveness of the teaching technique and learning materials, to make reliable decision about
educational planning and to provide information about teacher's effectiveness and student need
(Omolade, 2002).
Achievement in teaching; learning process has to do with attainment of set objectives of
instruction. In Biology instruction for instance, if a learner accomplishes a task successfully and
attains the specified goal for a learning experience, the learner is said to have achieved
(Nwagbo, 2001). One of the issues at stake in education today is student achievement measure
in relation to teaching of the overall success of learning outcome.
In addition, Hassan (2006) pointed out that effective learning and sound academic achievement
contribute to national development. If it is something of great importance to parents, teachers,
and students themselves. Even the larger society is aware of long-term effects of high and low
academic achievement since the product of school are expected to shape the destiny of the
society. The teaching of Biology therefore should be such that the school experience can be
related to student daily life experiences.
Unfortunately, the adoption of inappropriate teaching strategies in biology has contributed to
underachievement in biology (Onimisí, 2006). The Biology practical and project work which
are supposed to equip the students with the necessary practical biology skills and competencies
for functional living in the society are relegated to the background (Norom, 2009). Research has
shown that most science teachers' method of instruction is a major factor in students'
underachievement in senior secondary school science subjects, including biology (Ali, 2002;
Ugwu, 2004; Ogunniyi&Okebukola, 2005; Asiyayi, 2005 and Oloruntegbe&Omoifo, 2000).
It should be noted therefore that academic achievement is based on the degree of commitment
and methodology of teaching adopted by the teacher. The teacher plays a very crucial role in the

12
development of the achievement motive of the learner by teacher's use of good instructional
strategies that will motivate learning. Biologist, therefore need to be concerned with the
problem of how to improve students' academic achievement and interest. Okebukola (2002)
noted that an individual is normally actively involved in an activity of interest. It is therefore
pertinent to note that any attempt to tackle the problem of poor achievement in biology will be a
failure if students' interest is not taken into consideration. Therefore, teachers should adopt
instructional scaffolding on senior secondary students' academic achievement and interest in
biology.
2.1.4 Blended Learning Approach (BLA)
Although discussions of blended often involve a style of education in which students learn via
electronic and online media as well as traditional face –to – face teaching. It can also be call
hybrid learning and mix-mode learning.
“Blended learning is a new type of education prepared for a certain group by combining the
positive aspects of different learning approaches” (Kazu &Demirkol, 2014, p. 79). Taking
different aspects of the curriculum ideologies and combining them into one package puts into
practice some of the most valuable parts of each of the ideologies.
Each of the individual ideologies has their root in educating the child, albeit with different
methods and with different goals in mind leaving a vast array of approaches available to teach
the child. Blended learning is one of such approaches.
“The lack of a single accepted definition for the term blended learning causes teachers to
understand blended learning in different ways and then design their courses according to their
own understanding of the concept” (Alammary, et al., 2014, p. 440). Since there is not
necessarily one universally accepted definition of the blended learning approach to the
curriculum, teachers have the unique ability to choose their role and design their course in a
way they see fit to best work to educate the children they are teaching. “The term means
different things to different people; however, many researchers suggest that the lack of a
universally accepted definition may in fact be part of the term’s strength” (Alammary, et al.,
2014, p. 443). Taking from any of the prescribed roles discussed in the common ideologies,
teachers, their schools or school systems have broad latitude to make blended learning what
they wish it to be. “It is evident that the term blended learning has been identified either in
abroad way where it encompasses a broad range of learning modes, or in a very specific way

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that might limit the great potentials of the concept” (Alammary, et al., 2014, p. 443). However,
any definition of blended learning seems to “have one essential component in common an
integration of different instructional methods” (Alammary, et al., 2014, p. 443). In the blended
learning environment, the role of the teacher can be but does not have to be a combination of
pieces of the four ideologies. The teacher can be the purveyor of knowledge, while at the same
time offering an opportunity for students to create and design their own experience in the
course. Teachers can be assessors while also being an example for students to become a more
socially conscious individual.
Progressivism and essentialism can thrive in a blended learning environment. For the purposes
of this study, the definition of blended learning that is used is described by Kazu and Demirkol
(2014) as a “combination of face-to-face instruction as well as distance learning” (p.79). Being
that the term can also be referred to as “hybrid learning and mixed learning” (Kazu &Demirkol,
2014, p. 79) clarity is very important when describing blended learning in this context. Since
this is a very basic definition, it can be molded to answer to the level of blended learning or
interaction that a teacher feels comfortable with implementing in their classroom. The
justifications for using such an approach will be discussed in later text, butover the last decade,
blended learning has been growing in demand and popularity and has become a widespread
teaching phenomenon. It becomes increasingly evident that blended learning can overcome
various limitations related to online learning and face-to-face instruction.
2.1.5 Rationale for Using Blended Learning Approach
As John Dewey argues, reaching students where they are to get them to where they could be is a
very important piece to making sure they find success; therefore, it can be argued that the aim
of any educational institution should be to ensure the success of their students (Dewey, 1938).
Success is defined in multiple ways and different people or institutions value certain
accomplishments over others. While there may be differing views concerning how to define or
quantify success, in an educational setting the word ‘achievement’ is commonly used. Along
with the word ‘success’, achievement also has a myriad of different definitions. As defined by
Chavarría, Villada Zapata, and Chaves Castaño (2017), and for the purposes of this study,
achievement will be defined as “the quality of activities or their outcomes as evaluated by some
standard of excellence” (Chavarría, Villada Zapata & Chaves Castaño, 2017, pg. 329). In the
field of blended learning, much research has been done that measures not only numerical

14
achievement, but also a deepening of the richness of individual courses of study. “The central
purpose that should drive all other motives is to improve student learning. Blended approaches
permit faculty to change the way they use class time all for the purpose of helping students
master the content more effectively” (Osgulthorpe& Graham, 2003, p. 231). While there are
arguments that achievement means much more than a number, for the scope of this study it is
important that achievement is quantifiable. When considering where educational theories or
philosophies of learning have brought the current educational landscape, understanding that
students have changed just as much as the philosophies while schooling looks much the same as
it did before. Research shows that when comparing a blended learning environment consisting
of a focus on student directed, student led, technology infused instruction with a traditional
learning environment consisting of a focus on direct, teacher led instruction, “the academic
achievement average of the students who have studied in blended learning environment has
been found higher than the academic achievement average of the students who have studied in
traditional learning environments” (Kazu &Demirkol, 2014, p. 85).
Blended learning offers an opportunity for higher student achievement that may not be available
to students otherwise. “That the traditional learning is ineffective in terms of learners
participation and interaction, it is filled into a limited time period and distance learning (has)
caused the emergence of this new learning environment” (Kazu &Demirkol, 2014, p. 79). The
logic for offering a blended learning environment in an educational setting is one that gives
students much more flexibility in their learning as well as more depth and richness to their
studies. “Major reasons for faculty adoption of the blended technique are to increase student
engagement and involvement in the learning process and improve student learning” (Kenney &
Newcombe, 2011, p. 49), thereby increasing their level of achievement. Not only used to
improve achievement, blended learning is used by some institutions to help strengthen their
pedagogical goals (Kenney & Newcombe, 2011). Students’ attitudes toward their academic
achievement are also an area of concern for teachers and are an added concern for the scope of
this action research. Since their students’ achievement has a bearing on their employment, their
attitude toward their profession, as well as the learning that is able to go on in their individual
classes understanding the students’ mentality toward a certain way of learning is important to
understanding achievement. Preparing students for a future that is not yet known is also of vital
importance for educators and society as a whole. In the introduction of their study looking at

15
blended learning in a secondary school setting, Timothy Florian and Jay Zimmerman (2015)
offer this introduction: The global delivery of education is in flux. Institutions are searching for
viable options to cope with the supply of and demand for skills required by a global workforce.
Students need options to maximize their ability to gain the skills necessary to compete for
future jobs in the global economy. Educators also need tools that will increase student
engagement in the learning process and ensure that students are obtaining the skills that will be
in demand in the global economy(p. 103). It is imperative that teachers, schools and educational
institutions continue to search for the best ways in which to prepare students for their future.
This action research study will consider the blended learning methodology as one possible way
to reach this goal.
2.2 Theoretical framework
The Cognitive Theory of Multimedia Learning
Following the several productive efforts in cognitive psychology, cognitive science, and
cognitive learning, the presence of technology in our everyday endeavor, particularly in
teaching-learning activities as resulted in the fundamental hypothesis underlying research on
multimedia learning is that multimedia instructional messages that are designed in light of how
human mind works are more likely to lead to meaningful learning than those that are not
(Mayer, 2005). It infers that despite the assertion that humans learn more deeply from words
and pictures than from words alone, simply adding pictures to words does not guarantee an
improvement in learning. According to Mayer (2005), the cognitive theory of multimedia
learning is based on three assumptions that rest on the cognitive science principle of learning.
The cognitive theory of multimedia learning is of the assumption that:
i. Human information processing system includes dual channels for visual/pictorial and
auditory/verbal processing
ii. Each channel has limited capacity for processing information.
iii. Active learning entails carrying out a coordinated set of cognitive tasks which include
filtering, selecting, organizing, and integrating information.
2.3 Review of Empirical Studies In Blended Learning Strategy
It is observed that most of the researches conducted on the effect of blended learning strategy
on achievement are confined to other subjects and other countries as Croatia (Taradi, Radic and
Pokrajac,2005), Cyprus (Melton,Graf and Chopak-Foss ,2009), Qatar (Rehana

16
Masrur ,2010),South East Europe (Vernadakis, Giannousi and Michalpopulos ,2012) ,Turkey
(Akyuz and Samsa,2009),(Yapiciand Akbayin ,2012) USA (Dziuban and Moskal ,2001),
(Munson,2010) ,Pakistan (Rehana Masrur (2010) or in other states in India as Tamil Nadu
(Singravelu ,2008),
(Kanmani, and Radha, 2009) , Maharashtra ,(Thatte,1998). In Punjab, Sidhu (2013) and Gill
&Beryar (2014) conducted researches on the effect of multimediabased instructions on
students’ achievement in English, Amritsar and Ludhiana district respectively. The studies
conducted to see the effect of blended learning are on different subjects. No study was found by
investigator which was conducted on the population of Jalandhar district on the effect of
blended learning in the subject of English.
One of the studies on blended learning is (Maccoun, 2016), Which aimed to explore the effect
of using the blended learning in students' achievement and information preservation for the fifth
graders in the biology course.
One of high schools of the city center of Baghdad was randomly selected, from which two
random sections were chosen: one represents the experimental group, which studied via blended
learning, and the other represents the control group, which studied via the traditional learning.
The total sample size was 60 students after statistically removing 5 failing students that each
group consisted of (30 students). An achievement test consisting of (30) multiple-choice items
was prepared and the study validity and reliability were checked. The results expressed the
superiority of the experimental group to the control group in the achievement test and
information retention. (AlRimawi, 2014), which aimed to investigate the effect of blended
learning on the direct and delayed achievement of the sixth graders in the English language
course; to achieve the objectives of the study, the quasi-experimental approach was used, and
the researcher prepared an achievement test, whose validity and reliability were checked. The
study members consisted of (60) students of UmQasir School for boys in Quwaismeh, Amman
who were distributed into two groups: experimental and control. The study results showed the
presence of statistically significant differences between the means of the direct and delayed
achievement for the members of the experimental group. (AlAjab, 2006) aimed to explore the
effect of the blended learning which combines the distance elearning and face-to-face leaning
in teaching computer skills to students in the pre-medicine stage in the Arabian Gulf University
in Bahrain; the study sample included 157 students who were registered in the computer skills

17
course in the Arabian Gulf University. Through assessing the results of the inputs taken from
students on the (Web cat) of the course topics through the system and questions related to the
topic, the results concluded that the method of blending between the distance e-learning and
face-to-face learning proved valid and it developed the educational skills needed by students in
their future studies. (Al-Hasan, 2013) aimed to identify the technology of blended learning and
the effect of using it on the academic achievement in the biology course among the second
graders in the private secondary schools and their trends towards it. To achieve this objective,
the researcher followed the approach and a random sample of 41 students was selected from the
private secondary schools; they were divided into two unequal groups: experimental consisting
of (26) students who studied via the blended learning technology, and The control group
consisting of (25) who were taught in the traditional method. Data were collected by using two
tools: achievement test and a questionnaire to measure the trend towards blended learning. The
data was treated through using the appropriate statistical methods. The research concluded that
there are statistically significant differences in favor of the students who have studied through
the blended e-learning (the experimental group) and that there are statistically significant
positive trends among the members of the sample who responded to the items of the
questionnaire of the trend measurement towards blended learning. (Shahin, 2008) aimed to
measure the extent of the effectiveness of the blended learning on achievement and develop the
science operations among the fifth graders in Al-Naser Experimental School in Tanta and their
trends towards it. The most important results of the study reached to the effectiveness of
blended learning since it combines the e-learning and the traditional learning helping provide
the educational materials in many and different ways through the presence of a statistically
significant difference in many ways between the marks means of the experimental group which
studied via the blended learning and the degrees of the control group which studied through the
traditional way in the post application of the achievement test in science in favor of
the experimental group. Also, there appeared statistically significant difference between the
mean of the students' marks in the experimental group in the post-application for the trend's
scale towards the blended learning in favor of the experimental group

18
 2.4 Appraisal of literature review
This review has been an exercise to explore the problem of practice proposed in this action
research study, which is: students do not receive equal educational opportunities in public
education. The purpose of this study is to consider the literature that discusses the theories,
historical perspectives, the implications of diversity and social justice, the rationale, perceptions
and methodology for improving students’ achievement in courses where teachers introduce new
and innovative ways of delivering material to their students, namely. The research that was
conducted in this action, research study sought to understand the effects of blended learning on
student achievement.
History guides the educational practitioner to consider different theories and perspectives when
implementing a blended learning environment in their classroom. The current literature
highlights multiple ways to effectively implement a blended learning environment into a
classroom. This review of the literature has demonstrated that while some of the results of these
experiments with this new modality have been successful, some have not. Both the successes
and failures of each were discussed and were taken into consideration when this action research
occurred so as to learn from them. Also considered from the current literature were all of the
different ways in which blended learning was implemented in different environments. The use
of technology and face–toface instruction must be balanced and quality implementation plans
must be in place to achieve an effective blend. The review also takes into account students’
attitudes after taking part in a blended learning environment, being careful to take into account
student perceptions of blended learning, especially after their experiences with it.
Blended learning has a simple definition but as the literature shows, it can yield effective
results, both in student achievement and student perception of their experiences in learning.

19
 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction to the chapter
This chapter presents an outline of the research methodology as discussed under the following
sub sections, research design, population for the study, sample and sampling technique,
research study variables research instruments validity and reliability of the instrument for data
collection and statistics for data analysis ?
The study employed quasi experimental design. This design was utilized since senior secondary
school (SSS 2) students who participated in the study were found in intact classes.
3.1 Population for the study
In this study, target population was all public senior secondary school, teachers and students in
Education district 1 Alimosho Zone of Lagos State, Nigeria. The study identified SSS 2 class,
because the topic Genetics introduced by NERDC that required broader and deeper teaching is
taught in SSS 2 i.e all schools and all SS2 students.
3.2 Sample and sampling technique
The study used purposive sampling technique to select the school and teachers. The researcher
used convenient sampling procedure to select five public schools. The intact classes of a total of
two hundred and fifty students (250) and 10 teachers were used to participate in this study.
3.3 Research Instruments
Genetics Achievement Test Participants in the experimental and control groups were given
Genetics Achievement Tests (GAT) on classification (appendix VI) to measure their
achievement. The GAT consisted of two sections, section A which consisted of demographic
data of the participants and section B which consisted of a of 30 items multiple choice
questions. Each item consisted of one key and three distractors. Likewise 25 items
questionnaire was used as instrument to solicit information from teachers on Blended learning.

3.4.1 Validity of the instrument

The test is valid because it was written by the researcher and reviewed, edited, and critiqued by
three other secondary school biology teachers and project supervisor.

20
3.4.2 Reliability of the instrument
The reliability coefficient of the GAT was determined to be 0.80 using the split-half reliability
coefficient. Also teachers questionnaire reliability coefficient was determined using Cronbach
Alpha and was found to be 0.82.
3.5 Data collection procedure
Permission was sought from the authorities of the participating schools and teachers and
consent to voluntarily participate in the study with an understanding that they are free to
withdraw their interest at any point during the study.
3.5.1 Pre-test (Assessment)
Two days before the treatment, a pre-test was conducted for both i.e Experimental and Control
group with Genetics Achievement Test (GAT) to determine the initial performance of both
groups of students. This assessment was an evaluation concerning the amount of knowledge
they have on the information to be presented in the unit, the test was administered at the
beginning of the unit, giving students 20 of the 45 minutes allotted for the class period to
complete it. In each item, there were three distractors and one key. The achievement pre-test
was marked and each correct answer was awarded 1mark and the maximum obtainable mark is
30 marks.
The experimental group received their lesson using the blended learning approach while the
control group received their lesson using the traditional lecture method. The treatment lasted for
four weeks and each group were exposed to 45 minutes of instruction on genetics per week. The
teacher for the experimental class was trained on how to use the blended learning approach to
deliver instruction. Two micro teaching session were conducted to ensure the mastery of the
approach by the teachers.
3.5.2 Post-test (Assessment)
At the end of this unit, post-assessment data was collected from the group to evaluate academic
achievement for the group of students. The post-assessment is the same tool that was used for
the pre-assessment. The assessment was administered at the end of the unit, giving students
forty of the forty-five minutes allotted for the class period to complete it. The post-assessment
is a test designed by the researcher concerning the topic Genetics. Students’ scores on this post-
assessment, when compared with their scores on the pre-assessment are intended to show the

21
effects of a blended learning environment on students in a biology classrooms as well as
questionnaire for teachers.
3.5.3 Retention test (Assessment)
Four weeks after completion of the post test, a learning retention test was given to the control
and experimental group to check the learning retention of the students.
This assessment was the same as that was administered at the beginning of the research process
so as to be able to accurately gauge how and if student retention ability were ameliorated during
this treatment.
3.6 Data analysis
A comparison of pre-assessment and post-assessment data was completed to gauge growth
among the students from the beginning of the research to the end. Then, based on information
obtained from students about perception and learning styles, before as well as at the end of the
blended research, insight was gained on any possible different external factors that may have
led to the results. Specifically information concerning learning style, attitude surveys, and
access to technology was compared with the positive or negative achievement that the students
realized on their assessments. Then, a comparison was made concerning individual and group
achievement on previous assessments to the results of the blended learning assessments to judge
the effectiveness of the blended learning teaching and learning method. These instruments that
were used to gauge student perception as well as academic achievement are trustworthy because
careful consideration about the questions used was made in their design. If the results showed
that student achievement increased based on the implementation of the blended learning
environment then data will be used to justify changing other existing units to a blended learning
environment as well. If the study showed there is no gain in academic achievement, other
modes of delivery for content may be tested for the students in the classroom. So also chi-
square inferential statistics was to analyse the teachers questionnaire.
3.6.1 Statistical Analysis.
In the action research project that was conducted, both descriptive and inferential statistics
were measured. A summary of student scores from pre- and post-assessments was developed. In
addition, descriptive statistics such as measures of central tendencies and measures of
dispersion were studied. According to Mertler (2014), the central tendencies, measurements of
dispersion and relationships will indicate what is typical or standard about a group of scores,

22
what is different within a group of scores and what each of these scores relationships are to each
other. Along with descriptive statistics, there was a study of the inferential statistics that came
from the study. Since this is a teacher led study and it deals specifically with the researcher’s
classroom, subject area, and students, considerations about the likelihood of a repeat in either
the success or failure of the research design is possible. Since inferential statistics “determine
how likely a given statistical result is for an entire population based on a smaller subset or
sample of the population” (Mertler, 2014, p.174) Inferential statistics ANCOVA was employed
to determine if the two groups differ significantly among themselves at alpha level of 0.05 and
testing of hypothesis.
It would be reckless for the researcher not to consider this information. i.e Data was analyzed
using both descriptive and inferential statistics. i.e descriptive statistics of frequency counts and
percentage was used to analyse biodata of respondent as well as chi-square statistics for
analyzing the teachers questionnaire.

23
 CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION OF RESULTS AND DISCUSSION
4.0 Introduction
The previous chapter highlighted the research methodology, samples used for the study and the
research instrument used for data collection. The purpose of Chapter Four: Data analysis and
presentation and result and discussion is to present the data that was collected in a five-week
action research study conducted in three School in Education District I of Alimosho Lagos state
and three Biology intact classes, for the topic Blended Learning and its Effect on Student
Achievement: An Action Research Study. The results are presented in tables according to the
research questions and hypotheses that guided the study from chapter one. In this chapter, the
results are presented in the sequence of the research questions and hypotheses, highlighting how
the data analysis was carried out, stating the findings and decision on each hypothesis and
narrating the results of the achievement test relating to the research questions.
The statistical method used for the purpose of this study to test the hypothesis for the
comparison of groups is Analysis of co-variance (ANCOVA). In the process of data analysis,
the scores of the achievement pre-test and the achievement post-test for both the control and
experimental groups is entered into the SPSS, and each variable headings for each columns
were correctly labeled as Group, gender, method, pre-test, Post-test and Retention-test. This
was done for ease interpretation of the results of the data analysis. After which a one-way
ANCOVA was carried out with the achievement pre-test, achievement post-test and method
entered into the co-variate, dependent variable and fixed factor columns respectively.

4.1 Data Presentation

4.1.1 Findings and results:
Table 1 shows the total number of sample used for the study, with 130 students being treated
with BLA (experimental group) and 120 students belonging to the traditional lecture method
group ( control group) making 250 in total.
Table 1: Total sample representation of BLA & Lecture methods

METHOD VALUE LABEL N

1 BLENDED LEARNING 130

24
 2 LECTURE 120
TOTAL 250

Table 1 shows the number of students per group .130 students took part in the experimental
group taught using Blended learning ,while 120 students were part of the control group taught
using lecture method.
Table 2: Sample representation by gender
GENDER VALUE LABEL N
1 MALE 129
2 FEMALE 121

TOTAL 250

Table 2 reveals the number counts of students according to gender, 129 male responded to the
pretest, posttest, Retention test while there were 121 female responded to the pretest, posttest,
Retention test

Table 3: Means and standard deviation of BLA & Lecture group

GROUP MEAN STD.DEVIATION N
BLM 9.3231 3.90630 130
LECTURE
11.4000 3.61928 120
METHOD

TOTAL 10.3200 3.90469 250

Results in table 3 above shows that the group taught using BLM has a mean of 9.32 with a
standard deviation of 3.91 while the group taught using the traditional lecture method has a
mean of 11.40 with a standard deviation of 3.62 The mean difference between the BLA group
2.077
4.1.2 Demographic Data of Respondents for Teachers
Table 4 :Distribution of respondents by Gender
Valid Frequency Percentage %

25
 Male 7 70
Female 3 30

Total 10 100

According to the respondents gender distribution in table 4 male repondents were 7 representing
70.0%, while female respondents were 3 representing 30%. Therefore, the inference drawn
from this depicts that male respondents were more than female respondents.
Table 5; Distribution of respondents by age
Valid Frequency Percentage
25-34 years 2 20.0%
35-44 years 4 40.0
45-54 years 3 30.0
55-60 years 1 10.0
Total 10 100.0

Table 5 : Shows the age distribution of the respondents ,20.0% of the respondents were within
age range of 25-34 years ,40.0 % of respondent were within the age range of 35-44 years ,30.0
% of the respondent were within the age range 45-54 years ,while 10.0% of the respondents
were within the age range of 55-60 years.
Hence, respondents between 35-44 years the majority.

Table 6 ;Distribution of respondents by Educational qualification

Valid Frequency Percentage %
Grade II 1 10.0
NCE/OND 1 10.0
BSC/HND 5 50.0
MSC/MBA 2 20.0
PhD 1 10.0
Total 10 100

26
Table 6. shows the educational qualification of the respondents, 10.0% of the respondents are
grade Il certificate holder, 10.0% of the respondents are NCE/OND certificate holder, 50.0% of
the respondents are BC/HND certificate
holder, and 20.0% of the respondents are M.SC/MBA certificate holder while 10% of the
respondents are PhD certificate holder. Hence, BC/HND certificate holder was the majority.
Table 7: Distribution of respondents by Marital Status
Valid Frequency Percentage %
Married 6 60.0
Single 2 20.0
Divorced 1 10.0
Widowed 1 10.0
Total 10 100.0

Table 7 shows the marital status of the respondents, 60.0% of the respondents are married,
20.0% of the respondents are single, 10.0% of the respondents are divorced, and 10.0% of the
respondents are widowed. Table 8 Distribution of teachers by years of experience
Valid Frequency Percentage %
1-10 Years 3 30.0
11-20 Years 6 60.0
21 Years and 1 10.0
Above

Total 10 100.0

Table 8 shows the years of experience of the respondents, 30.0% of the respondents are within
110years experience, 60.0% of the respondents are within 14-20years experience, 10.0% of the
respondents are within 21years and above.

4.2 Hypothesis Testing

4.2.1 Research question and hypothesis 1:

27
Will there be a statistically significant difference in the achievement of students taught using a
blended learning strategy and those thought using lecture method
Hypothesis (HO1): There is no statistically significant difference in the mean achievement
scores of students taught genetics using blended learning Approach and those taught using
lecture method.

Table 9: ANCOVA summary table of the effect of method on achievement of students in

the Genetics
Source Type III Sum of Df Mean Square F Sig.
Squares

Corrected Model 449.903a 2 224.952 16.603 .000

Intercept 190.089 1 190.089 14.030 .000

Posttest 180.734 1 180.734 13.340 .000

Group 238.210 1 238.210 17.582 .000
Error 3346.497 247 13.549
Total 30422.000 250

Corrected Total 3796.400

249

Results from table 9 shows that there is a statistically significant difference in the mean
achievement scores of students taught Genetics using BLA and those taught using lecture
method. Since an F value of 17.58 was obtained with associated p value of .00 and the
associated p value is less than .05.[F(1,247)=17,58; p>.05]

28
4.2.1 Decision on Hypothesis one
The null hypothesis (HO1); which states that “There is no statistically significant difference in
the mean achievement scores of students taught Genetics using Blended Learning Approach
and those taught using lecture method” is hereby rejected
4.2.2 Research question and hypothesis 2
Research question: Will there be a statistically significant difference in the mean achievement
scores of male & female students taught Genetics using BLA?
Null hypothesis (HO2): There is no statistically significant difference in the mean achievement
scores of male and female students taught classical Genetics using BLA
4.2.3 Procedure
The data analysis was carried out just like in research question one, one major difference is the
use of gender as the fixed factor.
4.2.4 Findings
Table 10: Representation by gender in the experimental group

Gender Mean Std. Deviation N

Male 9.3284 3.83520 67

Female 9.3175 4.01138 63

Total 9.3231 3.90630 130

The second research question focuses on the effect of gender on students’ achievement in
Genetics. The table specifies the respective means of the male and females in the BLA group.
The mean scores of male students was 9.328 while that of the female students was 9.318 The
difference between the mean scores of male and female students in the experimental group was
0.01 in favour of the male students. This means that the male students slightly achieved better
in Genetics than the female students.

29
Table 11: ANCOVA summary table of the effect of gender on achievement of students in
the Genetics
Source Type III Sum of Df Mean Square F Sig.
Squares

Corrected
69.876a 2 34.938 2.337 .101
Model
Intercept 113.983 1 113.983 7.625 .007
Pretest 69.872 1 69.872 4.674 .032
Gender .099 1 .099 .007 .935
Error 1898.555 127 14.949
Total 13268.000 130

Corrected 1968.431
Total 129

ANCOVA results in table 6 shows no statistical significance in the mean achievement scores of
males and females taught Genetics using the BLM and lecture teaching methods.
An F value of 0.07 was obtained alongside a p value of 0.935 which is greater than .05 set level
of significance [F(1,127)= .935; P> 0.05].
Decision on Hypothesis two
The null hypothesis which states that “There is no statistically significant difference in the
mean achievement scores of male and female students taught Genetics using BLA ” is hereby
not rejected.

4.3.1 Research question and hypothesis 3:

Research question 3: Will there be a statistically significant difference in the retention ability
of students taught Genetics using the Blended Learning Approach and those taught using
lecture method?

30
Hypothesis (HO3): There will be no statistically significant difference in the retention ability of
students taught Genetics using Blended Learning Approach and those taught using lecture
method. 4.3.2 Procedure
The data analysis was carried out just as that of research question one but one major difference
is the use of retention scores as the dependent variable and the posttest as the co-variant while
the group remains the fixed factor
4.3.3 Findings
Table 12: Representation by retention in the MIA and Lecture group
Dependent Variable: RETENTION
Group Mean Std. Deviation N

Blended Learning 18.9615 4.85512 130

Lecture Method
17.8000 3.84052 120

Total 18.4040 4.42710 250

Results in table 10 above shows that the group taught Genetics using Blended learning has a
mean of 18.96 with a standard deviation of 4.86 while the group taught using the traditional
lecture method has a mean of 17.80 with a standard deviation of 3.84. The mean difference
between the Blended learning group and the lecture group can be calculated to be 1.16 with the
Blended learning group having a higher mean gain.
4.3.4 Decision on Hypothesis three
The null hypothesis which states that “There will be no statistically significant difference in the
retention ability of students taught genetics using blended learning method and those taught
using lecture method” is hereby rejected.

31
Table 13: Analysis of co variance (ANCOVA) summary table of the main effects of
method on the retention scores of students taught Genetics
Source Type III Sum Df Mean Square F Sig.
of Squares

Corrected Model 160.598a 2 80.299 4.202 .016

Intercept 1549.002 1 1549.002 81.067 .000

Ptest achievement 76.409 1 76.409 3.999 .047

Group 95.254 1 95.254 4.985 .026

Error 4719.598 247 19.108

Total 89557.000 250

Corrected Total 4880.196 249

ANCOVA Results from table 8 shows that there is statistically significant difference in the
retention scores of students taught genetics using Blended Learning approach and those taught
using lecture method. Since an F value of 4.985 was obtained with associated p value of .026
and the associated p value is less than .05.[F(1,247)= 4.985; p<.05]
4.3.4 Decision on Hypothesis three
The null hypothesis which states that “There will be no statistically significant difference in the
retention ability of students taught classification of higher vertebrates using Blended Learning
Approach and those taught using lecture method” is hereby rejected.

32
4.4. Teachers Questionnaire Response
4.4.1 Chi-square summary of teacher response to the questionnaire on the effect of
blended learning method on the academic performance and rentention ability of students
taught genetics

Response Total Percentage DF Level X2 X2

of Cal Tab
Sign
SA 65 26% 18.0 0.05 12.0 7.0

A 71 28%

D 80 32%

SD 34 14%

Table 14: shows that the calculated Chi- square of 8.0 (X2 cal =12.0 ,P<0.05) is greater than the
table value of (X2 tab =7.0) at a significance level of 0.05 . therefore, this implies that teachers
believe that blended learning approach has a significant effects on students achievement and
retention ability of students in genetics.
4.5 Summary of results
From the data analysis and interpretation of results, the following findings emerged in
correlation with the research questions and null hypotheses tested for the study.

1. The finding of the study shows that there was a significant difference in the mean
achievement scores of students taught Genetics using the Blended Learning Approach (BLA)
and those taught using lecture method, with those taught using BLA method having a higher
mean gain.
This shows that Blended Learning Approach is more effective in improving students’
achievement in Genetics than the traditional lecture method

33
2. The results showed that there was no statistically significant difference in the mean
achievement scores of male and female students. This means that gender was not a significant
factor in determining students’ achievement in Genetics.
3. The results showed that there was a statistically significant difference in the retention
ability of the BLA group and the lecture method in favour of the BLA group
4. The teachers has always been considered a crucial factor affecting academic
achievements of students, the teachers therefore believe students taught using blended learning
method would have a better performance and broader understanding of the concept being taught

CHAPTER FIVE
SUMMARY CONCLUSION AND RECOMMENDATION
5.0 Introduction of the Chapter
This chapter provides the summary of the major findings as presented in chapter four as per the
study objectives: to compare the effect of Blended learning Approach and Lecture Method on
students’ academic achievement in Genetics, to determine the influence of students’ attitude
towards Blended Learning Approach on their academic achievement in genetics and the
teachers beliefs on how effective the blended learning method is. Conclusions have been drawn
based on the major findings. Finally, recommendations as well as recommendations for future
research suggested.
5.1 Summary of the study
This research study examines the efficacy of blended learning approach on the academic
performance of senior secondary school students in genetics. The study was organized into five
chapters. Chapter one was constructed under the following sub-topics: background of the study,
statement of the problem, purpose of the study, research questions, research hypotheses,
significance of the study, scope of the study, limitations of the study and operational definition
of terms.
In chapter two, the researcher reviewed the works and writings of past researchers. This chapter
also provided conceptual review on the efficacy of blended learning approach on the academic
performance of senior secondary school students in genetics. Emphasis was also laid on
rationale for the use of the blended learning approach in teaching genetics.

34
In the third chapter of the research work, the researcher stated the research design and
population of the study, sample size, method of data collection, research instruments (students'
achievement test and teachers' questionnaire were used), validity, reliability, method of data
collection and method of data analysis.
The collected data was presented, analyzed and interpreted in chapter four using frequency
count, percentage ratio and Analysis of Covariance (ANCOVA) and Chi-Square using
statistical package for social sciences (SPSS) to analyze the stated hypotheses. Chapter five
summarizes, concludes and gives further recommendation for the study.
5.2 Conclusion
Based on the evidence presented, the research has found that Blended Learning Approach is
more effective than Conventional Instructional Method. Students taught using Blended
Learning approach performed better than those taught using Conventional Instructional Method.
Blended Learning approach was more effective in promoting and arousing students’ interest
and enthusiasm in learning than Conventional Instructional Method. The interactive nature of
the Blended Learning approach makes the student to be motivated and therefore arousing their
interest, creating deeper and broader understanding of the concept being taught. Secondly, the
findings revealed that students’ attitude towards Blended Learning approach was positive. This
study therefore concludes that Blended Learning approach is an effective way of improving
students’ academic achievement in genetics and should therefore be adopted in teaching
Biology in senior secondary schools in District I Alimosho Zone of Lagos state.
5.3 Recommendation of the study
Based on findings the following recommendations were made:
i. Biology teachers should employ Blended Learning approach that allow students to
actively construct their own knowledge along with actively participating in the online class.
ii. Ministry of education and other education stake holders should provide in service for
teachers in the use of Blended Learning Sapproach.
iii. Biology concepts should be taught with more than one teaching styles i.e lecture
method, blended learning method and practical method as the is known to increase the
academic performance of secondary school students thereby makes teaching very effective.
iv. Ministry of Education and other education stake holders should provide adequate
resources such as power supply, Computer, and school Wi-Fi. This is because Blended

35
Learning approach requires that students gain access to such resources so as to actively
construct their own knowledge.
v. Teachers Should take time to connect the new concept with the known ,moving from
simple to difficult ideas and also involve students in the teaching process
vi. Policy makers and curriculum planners should not only spell out these effective teaching
methods or approaches to be used but they should also monitor their implementation as well
5.5. Suggestions for Further Studies
In this study, Blended Learning approach was used to measure students’ academic achievement
in Genetics. Therefore, study recommends further investigation on other learning approaches
other than Blended Learning approach. The study also recommends studies be done on the
effect of Blended Learning approach on students’ critical thinking skills.
Future research should be conducted to consider the longitudinal effectiveness of this action
research study. A study should be completed where student assessment data from non-blended
learning teaching methods are compared with student assessment data from the blended
learning teaching method. With an attempt to keep all outside factors as common as possible, a
consideration of these two different types of assessments could be greatly beneficial in the
effort to infuse this type of learning into classrooms.

36
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39
 QUESTIONNAIRE
SECTION A:RESPONDENT’S BIO-DATA
Please tick (✓) the appropriate box as applicable to you in the table provided.
S/N Demographic Information RESPONSE

1 Gender

Male

Female

2 Marital Status

Single

Married

Divorced

Separated

3 Age of Respondent

25-34 years

35-44 years

45-54 years

55-60 years

Secondary schools

4 EDUCATIONAL QUALIFICATION

OND /NCE

BA/B.Sc

B. Ed

40
 Others

5 Work Experience

0-5 Years

6-10 Years

11-15 Years

16-20 Years

21 and Above

SECTION B: QUESTIONNAIRE
Please tick (✓) in the option that best represent your opinion on the item provided. The
response option below are; Strongly Agree (SA), Agree (A), Disagree (D) and Strongly
Disagree (SD).
S/N Teachers Survey on the Effectiveness of blended learning SA A D SD
approach

1 Blended Learning Promotes, support models for creative and

innovative thinking and inventiveness using digital tools and
resources
2 Engage students in exploring real world issues and solving
authentic problems using digital tools and resources.
3 Promote student reflection using collaborative tools to reveal
and clarify students' conceptual understanding and thinking,
planning, and creative processes.
4 Access to computers and internet enables gadgets at home
can help students understand biological concepts better
5 Model collaborative knowledge construction by engaging in

41
 learning with students, colleagues, and others in face-to-face
and virtual environments.
6 Design or adept relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity
7 Develop technology-enriched learning environments that
enable all students to pursue their individual curiosities and
become active participants in setting their own educational
goals, managing their own learning, and assessing their own
progress.
8 Customize and personalize learning activities to aids students'
diverse
learning styles, working strategies, and abilities using digital
tools and resources.
9 Provide students with multiple and varied formative and
summative e-assessments and use resulting data to inform
learning and teaching.

10 Blended learning aid students to demonstrate fluency in

technology systems and the transfer of current knowledge to
new technologies and situations.

11 Students perform better in blended learning than leacture

method
12 Students understand genetic concepts easier and faster when
taught using blended learning approach
13 The Blended learning cycle aid students retention ability in
genetics concepts
14 Students do not need blended learning approach to
understand biological concepts
15 Using a mixture of blended learning and lecture methods
42
 makes students performs better

QUESTIONNAIRE
Please tick (✓) in the option that best represent your opinion on the item provided. The
response option below are; Strongly Agree (SA), Agree (A), Disagree (D) and Strongly
Disagree (SD).

S/N Teacher Beliefs on the Performance of Students taught 8 Participate

Genetics using blended learning Approach in local and global
1 Students from poor families are believed not to be able to access learning
online classes due to cultural factors which affects their performance in communities to
genetics class explore creative
2 Collaboration with students, peers, parents, and community applications of
members is believed to support student success and innovation. technology to
3 Communicate relevant information and ideas effectively to improve student
students, parents, and peers learning.
4 Communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital-age media and 9 Exhibit
formats. leadership by
5 Model and facilitate effective use of current and emerging digital demonstrating a
tools to locate, analyze, evaluate, and use information resources to vision of
support research and learning. technology
6 Advocate, model, and teach safe, legal, and ethical use of digital infusion,
information and technology, including respect for copyright, intellectual participating in
property, and the appropriate document of sources shared decision
making and
7 Address the diverse needs of all learners by using learner-
centered strategies providing equitable access to appropriate digital tools
and resources.

43
community building, and developing the leadership and technology
skills of others.

10 Evaluate and reflect on current research and professional

practice on a regular basis to make effective use of existing and
emerging digital tools and resources in support of student learning.

SD A D SD

44