EFFECT OF HYBRID LEARNING ON ACADEMIC ACHIEVEMENT, INTEREST AND RETENTION ON BASIC SCIENCE AND TECHNOLOGY STUDENTS IN JSS IN MINNA

Abstract

The study was designed to find out the effect of hybrid learning as innovations! Approach enhancing students' achievements and interest in basic science among secondary school students. Two research questions were raised to achieve the objectives of the study. A quasi- experimental design of the non-equivalent control group was used for the study. The population of the study comprised of 6211 JSS students. 121 students comprised of 59 experimental students and 62 control group students participated in the study. Data were generated through The Basic Science concept test (BSCT) and Basic Science and Technology interest scale (BSTIS). the instruments were subjected to face and content validation. The reliability coefficient of the BSCT was found to he 0.75 using Kuder Richardson estimate while 0,85 was obtained for BSTIS using Cronbach Alpha technique. These showed that the instruments were reliable. The data obtained were analyzed using Mean and Standard deviation to answer the research questions raised while analysis of covariance (ANCOVA) was used to test the formulated hypotheses at p<0.05 level of significance. The findings of the study revealed that the experimental group achieved higher than the control group. Further findings also showed that the experimental group had higher interest than the control group. Based on the findings of the study some recommendations were made.