IIARD International Institute of Academic Research and Development

International Journal of Education and Evaluation (IJEE )

E-ISSN 2489-0073
P-ISSN 2695-1940
VOL. 8 NO. 6 2022
DOI: https://doi.org/10.56201/ijee.v8.no6.2022.pg33.42

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Improving Chemistry Students’ Achievement and Retention in Chemical Kinetics Using Blended Learning Strategy in Jos -Plateau State, Nigeria

Ephraim Joel Gongden PhD

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Abstract

This study investigated the effect of rotation blended learning in improving chemistry students’ achievement and retention in chemical kinetics in secondary schools in Jos - Plateau state, Nigeria. The study adopted a quasi-experimental design and five research questions and three null hypotheses were formulated to guide the study. A sample of 32 students were purposively selected for the study from two co-educational schools within the study area and randomly assigned into control and experimental groups. The instrument for data collection was a 30 multiple choice test called Chemical Kinetics Achievement Test, CKAT (r = 0.83). The CKAT was administered to students as pretest, posttest and retention test. The data obtained were analyzed using t-test statistical tool of analysis. The results indicated that blended learning increased the students’ achievement in chemical kinetics. There was a significant difference between the posttest achievement scores of students taught with lecture and those taught with rotation blended learning strategy. The study also revealed that blended learning strategy increased the retention of chemistry by the students in the experiment group than those in the lecture group. The study recommended among others that students should be exposed to computer–based blended learning strategy in order to improve their achievement and aid their retention of chemistry concepts. Students should be exposed early to the use and operation of the computer especially for online learning purposes

keywords:

blended learning, chemical kinetics, achievement, retention

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