Comparative Effects of Problem-Based Learning, Blended Learning and Demonstrative-Lecture Instructional Strategies on Basic Science Students’ Achievement in Delta State

This study compared the effects of problem-based learning, blended learning, and demonstrative-lecture instructional strategies on Delta State students' achievement in basic science. Five research questions and five hypotheses were developed and tested at the 0.05 level of significance. The study used a quasi-experimental approach with a 3x2 factorial design with non-equivalent pre- and post-tests. 77,293 Junior Secondary School II (JSS II) students from Delta State's 485 public secondary schools for the 2023/2024 academic session made up the study's population. A sample of 419 JSS II pupils was selected from Delta State's twenty-four secondary schools. The study's sample was chosen through a multi-stage sampling process. The Basic Science Achievement Test (BSAT) was the two tools utilised to gather data. The reliability index of 0.77 was obtained by applying the Kuder-Richardson formula 21 (KR-21) to calculate the reliability of the BSAT. The BSAT was used to administer a pre-test and post-test to the students in order to gather data for the study. Means, standard deviations, t-tests, and Analysis of Covariance (ANCOVA) were used to analyse the data. The following are some of the study's conclusions: there was a significant difference in the mean achievement scores among basic science students taught with problem-based learning, blended learning, and demonstrative-lecture instructional strategies, there was no significant difference between the mean achievement scores of males and females students taught Basic Science using problem-based learning instructional strategy; blended learning and demonstrative-lecture instructional strategy; there was no significant interaction effect between instructional strategies and sex on students' academic achievement in Basic Science; According to the results, blended learning and problem-based learning are more effective than the demonstrative-lecture method at raising students' academic achievement. Consequently, it was suggested that basic science teachers intentionally try to integrate blended learning as an instructional method into their lessons, among other things.