Impact of the Station-Rotation Blended Learning Design on Motivation and Educational Attainment in Genetics at Secondary level Slow Learners in Zaria, Nigeria

Abstract

The present study explored the Impact of the Station-Rotation Mixed-Mode Learning on Motivation and Genetics achievement of School Slow Learners in Zaria, Nigeria. The study adopted a quasi-experimental and control group design. The study’s population comprises of 8,439 (4853 males and 3586 females in 29 schools. The sample of the study comprised of two intact classes of 61 slow learners (20 students from experimental group and 31students from the control group). The experimental group was taught utilising the Station-Rotation Blended Learning instruction, whereas the control group was instructed utilising the conventional teaching method. Two instruments were used for data collection, they were Genetics Performance Test (GPT) and Genetics Concept Motivation Questionnaire (GCMQ). The two instruments were validated by three experts in Science Education and Psychology. The reliability tests for GPT were obtained using a test-retest procedure while the coefficients were established using Pearson’s Product- Moment Correlation Coefficient (PPMCC) which was found to be 0.74. Cronbach’s alpha statistic was used to compute the reliability coefficients of GCMQ and GPT which were found to be 0.83 and 0.76 respectively. The research questions were addressed using Mean and Standard Deviation, as well as Mean Rank and Sum of Mean Ranks, while the null hypotheses were tested using the t-test and the Mann-Whitney H-test at a significance level of p < 0.05. Among the findings, it was established that there is a substantial disparity in the academic performance mean scores of students taught genetics utilizing the Station-Rotation Blended Instruction compared to those taught utilising the conventional method. Consequently, it is recommended that biology teachers adopt the Station-Rotation Blended Learning strategy for teaching genetics.