COMPARATIVE STUDY OF STUDENTS PERFORMANCE IN CHEMISTRY USING TRADITIONAL AND MODERN TEACHING METHOD (BLENDED LEARNING) IN SOME SELECTED SECONDARY SCHOOLS IN KALGO LOCAL GOVERNMENT KEBBI STATE

ABSTRACT Persistent poor performance in Chemistry among secondary school students in Nigeria has been linked to the predominant use of traditional lecture-based teaching methods that often fail to promote active engagement and conceptual understanding. This study compared the effects of traditional and blended teaching methods on students’ performance in Chemistry in selected secondary schools in Kalgo Local Government Area, Kebbi State, Nigeria. A mixed method approach, non-equivalent control group design was employed. A total of 73 Senior Secondary II students participated in the study, comprising 38 in the experimental group (blended learning) and 35 in the control group (traditional teaching). The study instrument was a validated Chemistry Performance Test (CPT). The experimental group received instruction through blended learning, integrating face-to-face lessons with digital tools such as instructional videos, simulations, and online quizzes, while the control group was taught using the conventional lecture method. Data were analyzed using descriptive and inferential statistics, with significance set at p < 0.05. The findings revealed that students taught using the blended learning method achieved significantly higher post-test mean scores than those taught through the traditional method. Additionally, the blended learning group demonstrated greater motivation, engagement, and comprehension of chemical concepts. Gender had no statistically significant effect on students’ performance. Blended learning enhances students’ academic performance and fosters active participation in Chemistry compared to the traditional teaching approach. It is recommended that Chemistry teachers integrate blended instructional strategies, while education stakeholders should strengthen ICT infrastructure and provide continuous digital training for teachers.