ABSTRACT

The study investigated the effect ofBlended Instruction and simulation teaching methods on the Academic achievement of Upper Basic II Students in Basic Science in Abia State. Five research questions were posited for the study while five hypothesis were formulated and tested at 0.05 level of significance. The study adopted quasi-experimental pre-test, post-test control group using a 3 x 2 x 2 factorial design. The research was carried out in Abia State. The population for the study was 10520 Upper Basic II students in Abia State. The sample for this study was 59 Upper Basic II students from three co-educational secondary schools in Ohafia Education zone. Group A consisted of 32 students, Group B consisted of 14students and Group C consisted of 13 students. The instrument used for data collection was the Basic Science Achievement Test (BSAT). Basic Science Achievement Test (BSAT) was a researcher-made multiple choice 25 test items. The BSAT was validated by three experts. The reliability coefficient for the study was established using test retest. Kudar - Richardson2o (K-R 20) was used to compute and obtain the reliability coefficient of 0, 84. Data for the study were collected through three phases of experimental procedure; pre-treatment phase, treatment phase, and post treatment phase - Mean and standard deviation were used to answer research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings found that students taught using blended instruction had a mean gain of 33. 03 while those taught using lecture had 10.31, which indicated that blended Instruction had an increasing effect of22.72 on students’ academic achievement in Basic Science. The result of the study also showed that students taught using Simulation had Mean gain of 36.57 while those taught with lecture method had mean gain of 10.31. This indicated that Simulation method had an increasing effect of 26.26 on the students’ academic achievement in Basic Science. Male students exposed to blended instruction and simulation methods ofteaching performed better than their female counterparts. The Study also revealed that there was significant difference in the achievement between students taught Basic Science using Blended instruction and Simulation methods, and those taught using lecture method. The study found out that Blended instruction and Simulation increased Upper Basic 11 students’ academic achievement in Basic Science, hence, the researcher recommended, among others: that students be taught Basic Science using Blended Instruction and Simulation, Basic science teachers should be trained on the use of technology in the classroom and use of innovative teaching methods such as Blended instruction and simulation. Teachers should also be encouraged to integrate these innovative teaching strategies in their classroom.