ENHANCING SELF-EFFICACY AND SCIENTIFIC CREATIVITY OF SECONDARY SCHOOL BIOLOGY STUDENTS USING STATION-ROTATION AND FLIPPED BLENDED LEARNING STRATEGIES IN OSUN STATE, NIGERIA

Abstract

The study determined the effectiveness of Stationrotation and Flipped-blended learning in improving self-efficacy and Scientific Creativity of students in Osun State Secondary School. The study adopted quasi experimental pre-test, post-test control group design. The population for the study comprised all Biology students in senior secondary schools in Osun State. The sample consisted of 115 senior secondary school Biology students randomly selected from three secondary schools in their intact classes. Each intact class was randomly assigned to experimental and control group. The instrument for the study comprised Student self –efficacy Biology Questionnaire (SSBQ) and Scientific Creativity Test. The result showed that student taught using station-rotation blended learning strategy exhibited better self-efficacy than those taught using flipped blended learning strategy. The result also showed that scientific creativity of students taught using station- rotation strategy were better enhanced than those taught using flipped blended learning strategy. The study concluded that station-rotation and flipped blended learning strategy is more effective in promoting the self-efficacy of student and their creativity in secondary school Biology.