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
