Effect of blended learning and discussion instructions on students’ performance in genetics
Opuende AF, Arokoyu AA
This study investigated the effects of blended learning instructional approach and discussion method on the performance of Senior Secondary School 2 Biology Students in Eleme Local Government Area of Rivers State. Three schools were selected purposively based on certain criteria. Quasi experimental design was adopted comprising of two experimental and one control groups. A total of 115 students constituted the study sample. Three research questions and three hypotheses guided the study. The instrument for data collection was a researcher made test tagged “Genetics Performance Test (GPT)” made of 50 items. The instrument was validated, reliability coefficient of 0.81was obtained using test retest method. The experimental groups were taught using YouTube and collaborative approaches while control was taught using discussion method with validated lesson packages. The result showed that students taught using blended instructions performed better than those taught using discussion method. However, the null hypotheses tested at 0.05 level of significance showed that there is no significant difference with respect to gender in the performance of students taught genetics using YouTube, collaborative and discussion methods respectively. The study recommended that Biology teachers should employ YouTube and collaborative methods in teaching genetics as a concept in Biology.