A Comparative Study of the Effectiveness of Blended Learning and Lecture Methods on Chemistry Students' Scholastic Ability in Delta State

Abstract

The study investigated the scholastic ability of chemistry students in Delta State, comparing the effectiveness of blended learning and lecture methods. Three research questions were posed and three hypotheses were formulated and tested at a significance level of 0.05. A quasi-experimental design, employing a nonequivalent pre-test, post-test, control group design with a 3x2 factorial design, was utilized. The study population consisted of 29,409 Senior Secondary School II (SS II) students. A sample of 164 SS2 students was selected from three secondary schools in Delta State using purposive non-randomized sampling. Data collection utilized the Scholastic Ability Test (SAT), which demonstrated a reliability index of 0.84. Data analysis involved mean scores, standard deviations, charts, one-way Analysis of Variance (ANOVA), and independent t-tests. The study's findings indicate a significant difference in the mean scholastic ability scores of students when comparing blended learning with lecture instructional methods in chemistry. Furthermore, there was no significant difference observed in the scholastic ability between male and female chemistry students when exposed to either blended learning or lecture methods. Consequently, the study concludes that blended learning enhances the academic ability of chemistry students more effectively than traditional lecture methods in Delta State. Additionally, the study suggests that variations in academic ability are not related to gender but are primarily influenced by instructional methods. Based on these findings, recommendations include encouraging chemistry teachers to integrate blended learning strategies into their teaching practices to enhance the scholastic ability of secondary school students.