Effect of Blended Learning Strategy on Achievement in Biology of Students at Secondary Level

Abstract

Blended learning is an instructional approach that combines face-to-face classroom teaching with digital and online learning experiences, while lecture-based classroom teaching primarily relies on direct instruction without technology integration. The present study aimed to examine the effect of a blended learning strategy on the academic achievement of secondary school students in Biology. A quasi-experimental method was adopted using a pre-test and post-test non-equivalent group design. The sample consisted of 60 secondary-level students, with 30 students in the experimental group and 30 in the control group. The experimental group was taught through a blended learning strategy incorporating digital learning activities, whereas the control group was taught using lecture-based classroom teaching. Data were analyzed using descriptive statistics and t-test analysis. The results indicated a significant difference between the post-test scores of the experimental and control groups (t = 12.26, p < 0.05), with the experimental group showing higher achievement (Mean = 66.93) compared to the control group (Mean = 55.23). The effect size was also higher for the experimental group, indicating a strong impact of the intervention. The findings suggest that blended learning is an effective instructional strategy for improving students’ academic achievement in Biology at the secondary level.