Blended Learning via WhatsApp: Enhancing Academic Performance of Secondary School Students in Physics

This study investigated the impact of using WhatsApp as a blended learning tool on the academic performance of physics students in Nigeria. Guided by three research questions and three null hypotheses, the study employed a quasi-experimental design to explore the relationship between variables. A sample of 100 respondents was selected for the study in an intact class settings. The findings revealed that students taught with blended learning tools performed significantly better than those in traditional classrooms. Additionally, male students exposed to blended learning tools performed better than their female counterparts, although the difference was not statistically significant. Similarly, urban students exposed to blended learning tools performed better than their rural counterparts, but the difference was not statistically significant. The study suggests that blended learning is an effective strategy for teaching and learning. The use of blended learning resources encourages and motivates students to learn, enhancing their performances. Well-packaged lessons on blended learning resources offer flexibility and accommodate students with different learning styles. Based on these findings, it is recommended that physics teachers be encouraged to utilize blended learning tools in schools. Furthermore, physics teachers should be gender-sensitive when adopting new teaching strategies, and the government should provide equal opportunities to both urban and rural schools.