Mary Ideba Anari
Abstract
The study investigated the effect of blended learning, simulation and conventional instructional strategies on performance and interest of senior secondary II Ch emistry Students in Calabar education zone of Cross Rivers State, Nigeria. Three hypotheses were formulated to guide the study. The sample comprised of 150 senior secondary II students selected using purposive sampling technique. Quasiexperimental researc h design was used for the study; the instruments for data collection were Chemistry Performance Test (CPT) and Chemistry Interest Inventory (CII) with a reliability estimate of .78 and .83 respectively. The data were analysed using ANCOVA and Scheffe’s pos t hoc test. The result indicates that the mean performance and interest of students taught using blended learning instructional strategy was significantly better than those taught using simulation and conventional strategies. The result also revealed no si gnificance in the mean performance and interest scores of male and female students taught using the three strategies. It is recommended that the use of blended learning instructional strategy should be adopted and encouraged to bridge the gap between male and female performance disparity in chemistry.