THE EFFECTIVENESS OF BLENDED LEARNING OVER TRADITIONAL LEARNING ON ACHIEVEMENT OF SENIOR SECONDARY CHEMISTRY STUDENTS

Abstract

This study examines the effectiveness of blended learning compared to traditional learning on the academic achievement of senior secondary chemistry students. A total of 100 students participated, with 50 students in each learning group. The results revealed that students in the blended learning group performed significantly better than those in the traditional learning group. Additionally, the study found that male students benefitted more from blended learning than female students, although no significant gender differences were observed within each learning environment. Blended learning was found to foster student autonomy, increase engagement, and provide greater access to a variety of learning materials, which collectively contributed to improved academic performance. The study suggests that gender-specific strategies could further enhance the effectiveness of blended learning. Based on these findings, the study recommends that educators incorporate more blended learning methods, particularly in chemistry instruction, to enhance student achievement. Furthermore, school authorities and government bodies should invest in technology-enabled classrooms and provide comprehensive teacher training to ensure the effective implementation of blended learning. Ultimately, the study concludes that blended learning not only improves academic outcomes but also prepares students for success in an increasingly digital learning environment.