Improving pre-service teachers performance in selected chemistry topics using hybrid learning approach

Abstract

The action research design (single group pre-test post-test) was adopted for this study using non-equivalent pre-test and post-test. One group of pre-service teachers (Primary education specialism) took part in the study. Quantitative and qualitative were involved. The qualitative data consisted of responses of the questionnaire from the pre-service teachers with regards to the perceptions on the use of hybrid learning and quantitative data consisted of the pre-test and post-test scores. The group received the pre-test first in the face-to-face session before the use of the hybrid learning as a treatment (hybrid learning). The sample consisted of 89 pre-service teachers (56 males and 33 females) which were purposively selected from the population of Gambaga College of Education pre-service teachers. Data were analysed using descriptive statistics such as percentages which were used to determine the perceptions of pre-service teachers in the chemical concepts. Analysis from the data depicted that there was a significant differences in the mean scores between the performances of teacher trainees in selected chemistry topics when taught using the traditional method and when taught using the hybrid learning approach. However, there was no significant difference between the mean academic performance of male and female pre-service teachers in some selected chemistry topics when they were taught with the lecture method (that the t-calculated value of 2.0656 is greater than the t-critical value of 1.6706 at p<.05 alpha level). Findings also indicated pre-service teachers‟ positive perceptions towards the use of hybrid learning.