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Impact of Blended Learning on Comprehension of Electromagnetic Induction Concepts: A Case Study in Chongwe District Schools

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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)

Abstract

This study explored the impact of blended learning on students’ comprehension of Electromagnetic Induction concepts in secondary schools in Chongwe District, Zambia. A mixed-methods research design was employed, involving 172 Grade 12 students from Mukamambo II Girls’ Secondary School and Margret Mwachiyeya Secondary School, divided into experimental and control groups. The experimental groups were exposed to a blended learning approach that integrated traditional face-to-face instruction with multimedia simulations, self-paced online tools and interactive presentations. The control groups received conventional textbook-based instruction. Post-test results indicated that students in the experimental groups significantly outperformed their counterparts. At Mukamambo II, the experimental group achieved a mean score of 71.56%, compared to 61.52% in the control group (p

Suggested Citation

  • Aggrey Sichone & Goodwell Kaulu & Kabunga Nachiyunde, 2025. "Impact of Blended Learning on Comprehension of Electromagnetic Induction Concepts: A Case Study in Chongwe District Schools," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 6650-6658, May.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-5:p:6650-6658
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