Evaluating the Impact of Blended Learning on Retention of Electromagnetic Induction Concepts in Selected Zambian Secondary Schools

Aggrey Sichone, Goodwell Kaulu and Kabunga Nachiyunde
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Aggrey Sichone: Department of Mathematics and Science Education, University of Zambia, Zambia
Goodwell Kaulu: Department of Mathematics and Science Education, University of Zambia, Zambia
Kabunga Nachiyunde: Department of Mathematics and Science Education, University of Zambia, Zambia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 4653-4662

Abstract: This study investigated the impact of blended learning on students’ retention of Electromagnetic Induction concepts in two secondary schools located in Chongwe District, Zambia. Retention of abstract physics concepts like Electromagnetic Induction poses a significant challenge in many educational contexts, particularly in resource-constrained environments. To address this issue, an Explanatory Sequential Mixed Methods Design, was used. A total of 172 students were randomly from Mukamambo II Girls’ Secondary School and Margret Mwachiyeya Secondary School participated in the study. Students were divided into experimental and control groups. The experimental groups were exposed to blended learning, which incorporated digital learning tools such as simulations, animations, online quizzes, and teacher-facilitated discussions, while the control groups received conventional face-to-face instruction which included physical lessons and laboratory activities. Two post-tests were administered with one being immediately after instruction and the other two weeks later, in order to assess students’ ability to retain Electromagnetic Induction concepts over time. Quantitative results indicated that students in the experimental groups consistently outperformed those in the control groups. At Mukamambo II Girls’ Secondary School, the experimental group achieved a second post-test mean score of 76.00% (SD = 14.65), compared to 66.64% (SD = 16.31) in the control group. Although the differences were not statistically significant (p > 0.05), effect size analysis revealed small but meaningful gains in favor of blended learning, suggesting that it contributes positively to long-term retention. Qualitative data, collected through focus group discussions and teacher interviews, supported these findings, with students reporting enhanced understanding and recall due to access to visual and interactive resources. Despite facing challenges such as limited access to devices, intermittent internet connectivity, and insufficient teacher training in digital pedagogy, the implementation of blended learning demonstrated potential for improving retention of complex scientific content. The study recommends the integration of blended learning into science curricula and highlights the need for investment in teacher capacity-building and infrastructure development to fully realize the benefits of blended learning.

Date: 2025
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