EFFECTS OF FLIPPED AND BLENDED CLASSROOM LEARNING APPROACHES ON STUDENTS' RETENTION IN GENETICS CONCEPTS IN BIOLOGY IN EGOR LOCAL GOVERNMENT AREA OF EDO STATE

Abstract

The study investigated the effect of flipped and blended classroom
learning approaches on students' retention in genetics concepts in
biology in Egor Local Government Area of Edo State. The study
adopted the
non-equivalent
pretest-posttest control group
research design. The population of this study comprised of 497
senior secondary school two (II) Biology students from the
11public co-educational schools in Egor Local Government Area
of Edo State. The sample of the study is made up of 74 students
comprised of 34 male and 40 female drawn from three intact
classes. The study utilized the Biology Achievement Test on Genetics (BATG) as instrument for data collection. The content,
face, and structure validity of the instrument was ascertained by
experts in science education. The reliability of the BATG was
obtained using Kuder-Richardson Formulae 21 (KR-21) and a
reliability coefficient index of 0.786 was obtained. Mean,
standard deviation, and Analysis of Covariance (ANCOVA) were
used to test the hypotheses. The findings of this study were that
students exposed to the Blended learning approach were the most
impacted, followed by the Traditional approach group while the
Flipped classroom approach was the least impacted. The study
concluded amongst others that Blended learning is the most
impactful on students' achievement.