Effectiveness of Blended Learning Approach in Biology Education at the Secondary Level

Abstract

Blended learning has emerged as a prominent instructional model within this transformation. Biology education at the secondary level presents several pedagogical challenges due to the abstract and complex nature of its content. This study investigates the effectiveness of a blended learning approach in improving academic achievement in Biology at the secondary level. A quasi-experimental pre-test–post-test control group design was employed involving 80 Grade IX students from CBSE-affiliated school. The experimental group received instruction through a structured blended learning module integrating face-to-face teaching with ICT-based programmed learning, while the control group was taught using conventional methods. Data were analysed using ANCOVA, effect size (Cohen’s d), and normalized gain. Results indicated a statistically significant improvement in achievement scores for the experimental group (F(1,77)=22.64, p<0.001), with a large effect size (d=1.61) and high normalized gain (g=0.63). These findings suggest that blended learning enhances conceptual understanding and academic performance in Biology. However, limitations include a relatively small sample size and restricted contextual scope. The study highlights the potential of blended learning as a scalable instructional model in secondary education.