Authors : Chris Ibenegbu, Queendaline Ibenegbu Obiajulu, Helen Onyinye Muojekwu, Nonye Odionye, Anthonia Ngozi Ngwu, Chidinma Blessing Ugwu and Theresa Ukamaka Ugwu
Abstract: The study investigated the effects of blended teaching approach and gender on student’s achievement in Biology in Nsukka Local Government Area of Enugu State, Nigeria. The study employed a non-equivalent quasi-experimental 2×2 factorial research design. We used 85 Secondary School Two (SS-II) students from two schools for the study. We used Biology Achievement Test (BAT) to collect data. We stated three specific purposes. We posed three research questions. Moreover, three hypothesis were tested. The data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for approach on students achievement in biology F(1,80) = 13.808, p = 0.000, partial η2 = 0.315; there was significant main effect of gender on students achievement in biology F(1.80) = 14.570, p = 0.000, partial η2 = 0.240. Moreover, there was significant interaction effect of teaching approach and gender on students achievement in biology F(1.80) = 23.798, p = 0.000, partial η2 = 0.229. We recommended that teachers should strive to use BTA as an innovative instructional approach in teaching biology as this will help to concretize learning and enhance the academic achievement of students.
Chris Ibenegbu, Queendaline Ibenegbu Obiajulu, Helen Onyinye Muojekwu, Nonye Odionye, Anthonia Ngozi Ngwu, Chidinma Blessing Ugwu and Theresa Ukamaka Ugwu, 2020. Effect of Blended Teaching Approach on Student’s Achievement in Biology. Journal of Engineering and Applied Sciences, 15: 2623-2629.