EFFECT OF BLENDED INSTRUCTIONAL STRATEGIES (COOPERATIVE, INQUIRY-BASED, AND DEMONSTRATION) ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PHYSICS IN IKOT EKPENE SENATORIAL DISTRICT, AKWA IBOM STATE, NIGERIA
DOI:
https://doi.org/10.5281/zenodo.21363332Keywords:
Blended instructional strategies, cooperative learning, inquiry-based learning, demonstration method, academic achievement, Ohm's Law, Physics education.Abstract
This study investigated the effect of blended instructional strategies (cooperative, inquiry-based, and demonstration) on students' academic achievement in Physics using Ohm's Law among Senior Secondary Two (SSII) students in selected secondary schools in Ikot Ekpene Senatorial District, Akwa Ibom State, Nigeria. The study was guided by two research questions and two null hypotheses. A quasi-experimental research design, specifically the pretest-posttest non-equivalent control group design, was adopted. The population comprised all SSII Physics students in public secondary schools within the study area. A sample of 120 students was selected through a multi-stage sampling procedure and assigned to an experimental group (60 students) and a control group (60 students). The experimental group was taught Ohm's Law using blended instructional strategies involving cooperative learning, inquiry-based learning, and demonstration methods, while the control group was taught using the conventional lecture method. Data were collected using the Physics Achievement Test (PAT), which was validated by experts in Physics Education and Measurement and Evaluation. The reliability of the instrument was established using Kuder-Richardson Formula 21 (KR-21), yielding a reliability coefficient of 0.84. Mean and standard deviation were used to answer the research questions, while independent samples t-test was used to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught Ohm's Law using blended instructional strategies achieved significantly higher than those taught using the lecture method. The study also found no significant difference in the academic achievement of male and female students taught using blended instructional strategies. The study concluded that blended instructional strategies are more effective than the conventional lecture method in improving students' academic achievement in Physics and are equally beneficial to both male and female students. It was therefore recommended that Physics teachers should integrate cooperative, inquiry-based, and demonstration strategies into classroom instruction to enhance students' understanding and achievement in Physics.
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Copyright (c) 2026 UBOH, DANIEL EFFIONG, SUNDAY, EDIMA SYLVANUS, UTIBE, UDUAK JAMES (Author)
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