Blended Learning and Technology‐assisted Teaching of Biology in Nigerian Secondary Schools

The study assessed the ICT literacy skills of student teachers and their teacher educators and determined if there is any significant difference in the performance of learners when exposed to the traditional approach and those exposed to blended learning. The research designs are both descriptive survey and experimental study. A questionnaire was administered on 312 student teachers and 75 teacher educators. The pre‐test post‐test control group design was carried out. The experimental group was exposed to a blend of three approaches while control group had the traditional method. Results showed that all students and teachers can boot, operate and type but specialized skills were found to be very low. The t test analysis of the posttest revealed that there is a significant difference in the performance of learners. The use of blended learning can make a significant difference in the performance of learners compared to the traditional chalk and talk approach and can be readily used where there are a lot of constraints to total techno‐oriented classroom..