Two-in-blend and senior high school learners’ performance in organismal biology
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Low performance in science, coupled with disengagement among today’s learners, has been persistently observed. Considering this generation’s characteristics, this study combined two types of blended learning: blended cycle and flipped classroom as a strategy. This research study, utilizing a quasi-experimental pretest-posttest design, was participated in by 32 Grade 12 students at a public Senior High School for the academic year 2022-2023, and determined the performance in Organismal Biology. The experimental and the control groups were determined through match pairing. The study lasted for 6 weeks, including the pre-experimental stage, the experimental stage, and the post-experimental stage. Analysis of the results shows that both groups had an increased achievement after the intervention. Noticeably, a significant difference existed in the posttest scores of the experimental group that was exposed to two types of blended learning. This means that the students exposed to the blended cycle and flipped classroom had achieved better than those who were taught using the conventional method. Blended learning, therefore, was a way to maximize learning opportunities.
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