Blended Learning Strategy for Extricating Gender Academic Achievement Inequality among Secondary School Students of Biology in Lagos, Nigeria

This study examined the use of a blended learning strategy as an intervention to improve the relative performance of female students compared to male students in senior biology in Alimosho, Lagos, Nigeria. The study included 75 biology students in senior secondary year two (SS2), comprising 42 males and 33 females. The research design adopted was a pretest-posttest quasi-experimental design. The instrument used to collect data was the Variation and Evolution Achievement Test (VEAT). The experimental group was taught using the blended learning strategy, while the control group was taught using the conventional lecture method. Data were analysed using ANCOVA. Among its findings, the study found a statistically significant difference in achievement between students taught using the blended learning strategy and those taught using the conventional lecture method. The study concluded that a blended learning strategy can help bridge the performance gap between male and female students in biology.