Impact of Blended Learning Method on Secondary School Physics Students’ Achievement and Retention in Lokoja, Nigeria

Abstract

This study determined the Impact of Blended Learning on Secondary School Physics Students’ Achievement and Retention in Lokoja, Kogi State, Nigeria. Four objectives, four research questions were raised and four null hypotheses were formulated and tested at a 0.05 level of significance. A quasi-experimental design was adopted for the study using a pretest-posttest, non-randomized, non-equivalent control group. The sample size for the study comprised 100 Physics Students. The topics were taught based on the blended learning model via the website. The data were collected using Physics Achievement Test. The Kuder Richard-son 21 formula was used to determine the reliability coefficient and it was found to be 0.86. Mean scores and Analysis of Covariance (ANCOVA) were used for data analysis. The finding of the study indicates that the experimental group performs better than the control group. Gender did not affect Physics students’ academic achievement when taught Physics using the blended learning method. It was recommended that; the blended learning method should be introduced into secondary schools in Lokoja to promote and encourage a student-centered approach to instruction for the enhancement of student’s academic achievement and retention.