Effect of Blended Learning Strategy On Academic Performance and Knowledge Retention Among Grade Eight Basic Science Students in Makurdi Metropolis (Published)
This study investigated the effect of blended learning strategy on the academic performance and knowledge retention of Grade Eight students in Basic Science in Makurdi Metropolis. The population comprised 1,613 Grade Eight students from 25 government-approved public secondary schools under the State (SUBEB). A sample of 59 students drawn from two intact classes in two selected schools obtained by multistage sampling. A quasi-experimental pretest–posttest control group design was adopted. The instrument for data collection was the Basic Science Achievement Test (BSAT), validated, trial-tested and subjected to reliability analysis using Kuder Richardson (KR)-21 yielding reliability coefficient of 0.92. Two research questions and two hypotheses guided the study. Data were collected using pretest, posttest, and a two-week retention test. Data were analyzed using Mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses. The Findings revealed that no significant difference in the mean academic performance of Grade Eight students taught Basic Science through blended learning and those taught using traditional approach (F(1,67) = 17.95, p < .05, Partial η² = 0.211) indicating that student taught using blended learning achieved higher academic performance than those taught using the traditional method. Similarly, no significant difference in knowledge retention among Grade Eight students (F (1, 67) = 19.18, p < .05, Partial η² = 0.223). Showing that blended learning had a significant positive effect on knowledge retention among students exposed to blended learning. The study concludes that blended learning strategy significantly enhances both academic performance and retention in Basic Science. It is therefore recommended that teachers integrate blended learning approaches into Basic Science instruction to improve students’ learning outcomes.
Keywords: Basic Science, blended learning, grade eight students, knowledge retention
Laboratory Utilization: The Effect on Knowledge Retention and Inquiry Skills in Secondary School Science (Published)
This theoretical review analyses connection between use of labs and building up of knowledge retentions and questioning abilities in science students at the secondary school. Based on constructivist learning theory and question-driven learning models, the paper synthesizes the existing literature to explain how practical laboratory activities helps in meaningful science learning. The review examines four major thematic themes that include the contribution of laboratory activities to conceptual learning, how practical work and knowledge retention relate to each other, how practical work develops scientific inquiry skills when laboratories are used, and issues that hinder effective use of laboratories. The results have shown that well-designed laboratory tasks lead to a significant improvement in the ability of the students to memorize scientific knowledge and build necessary skills of inquiry. The success of this is however dependent on the availability of resources, teacher readiness, alignment of the curriculum, and the methods used. The review has led to a conclusion that the use of laboratories as a critical mediating variable suggests that science education and student achievement are related. It also gives recommendations to educational policy makers, school administrators, and science teachers on how to maximize the use of the laboratory instruction to enhance student performance in secondary school science education.
Keywords: Constructivism, hands-on learning, inquiry skills, knowledge retention, laboratory utilization, secondary school science
The Role of Flipped Classroom Approach on Students’ Knowledge Retention in Biology Concepts (Published)
This study was conducted to examine the role of flipped classroom approach on students’ knowledge retention on biology concepts. A pretest, posttest non-equivalent control design was adopted for the study. The sample comprised of fifty-eight (58) level 300 biology students. 28 students constituted the control group and the experimental group was also made up of 30 students. The control and experimental groups were taught using conventional method and flipped classroom approach respectively. The instruments used for data collection were pretest, posttest and retention test. The reliability of the instruments was determined using test-retest reliability coefficient. The reliability coefficients were found to be 0.75, 0.74, and 0.78 for the pretest, posttest, and retention test, respectively. The data was analysed using t-test. The results of the study proved that there was statistically significant difference between the posttest and pretest mean scores of students taught using flipped classroom approach (p=0.00, p<0.05). The results also revealed a statistically significant difference in knowledge retention between students taught using flipped classroom approach and those taught using conventional method (p=0.00, p<0.05). The results also indicated a statistically no significant difference in knowledge retention between male and female students taught using flipped classroom approach (p=0.06, p>0.05). Flipped classroom was more effective than conventional method in enhancing student’s academic performance and knowledge retention in biology concepts. It was therefore recommended that biology lecturers should adopt flipped classroom approach in teaching biology concepts.
Keywords: : Academic Performance, Flipped classroom, biology concepts, conventional method, knowledge retention