The review of the article entitled ‘Effect of Blended Learning Teaching Strategy on Academic Performance of Science Education Undergraduates in Rivers State University’

The article "Effect of Blended Learning Teaching Strategy on Academic Performance of Science Education Undergraduates at Rivers State University" examines the effect of blended learning on the academic performance of science education students. NDIOHO from the Department of Curriculum Studies and Educational Technology, Faculty of Education, University of Port Harcourt, and ETOKEREN, Inibehe and KINGDOM-AARON, Gloria from the Department of Science Education, Faculty of Education, Rivers State University collaborated on the project. In April 2021, the work was published on ResearchGate, an online article publishing platform.

The study employs a quasi-experimental methodology and comprises 81 first-year undergraduates as subjects. The research questions compare the academic success of students taught utilising blended learning to those taught using traditional lecture methods, as well as any gender-related disparities in performance.

The article presents a detailed assessment of the underlying literature, stressing the benefits of blended learning, such as cost savings, better subject coverage, improved student-teacher interactions, and access to worldwide resources. It also addresses the potential of blended learning to improve students' self-learning skills, motivation, contentment, and information retention. It also explores how blended learning has the ability to improve students' self-learning skills, motivation, peace of mind, and information retention.

The methodology explains the research design, sample selection, instrument used (the Undergraduate Performance Test), and statistical analysis procedures used. The findings are presented in tabular style, with the mean and standard deviation of pre- and post-performance ratings for both groups and genders displayed. The statistical studies, including Analysis of Covariance (ANCOVA), were utilised to investigate the difference in performance of undergraduates in scientific education when taught via blended learning versus lecture techniques. The findings show that there is a considerable difference in performance between the two groups. The study also used the same technique to test another hypothesis about gender differences in the performance of science education undergraduates who were taught through blended learning. The findings suggest that there are no significant gender variations in performance. These findings back up the conclusion. The study is well-structured and offers insightful information about the impact of blended learning on the academic performance of science education undergraduates. According to the data, blended learning can be a successful teaching approach in higher education, boosting student learning outcomes. The study adds to the current body of knowledge and makes recommendations to educators and policymakers, emphasising the use of blended learning and the provision of adequate information and communication technology facilities for students and teachers. 

Ashida. A. P

Assistant Professor of Commerce

Al Shifa College of Arts and Science, Keezhattur