EMPLOYING LANGUAGE STRATEGIES THROUGH BLENDED LEARNING IN IMPROVING STUDENTS SCIENCE ACHIEVEMENT AND CONCEPT RETENTION

This study aims to determine the effects of language strategies in teaching science in the achievement of students in Science in blended learning approach. It is based in the belief that it has a positive effect on science achievement and retention of previously gained concepts in Biology 1. Following the quasi-experimental design, thirty-three 9th graders were treated as experimental group subjected to the use of different language strategies for teaching Biology1 in blended learning while the control group with another thirty-three participants was taught with the traditional approach in blended learning platforms. Both groups were given pretest and posttest and subjected to posttest re-administration to assess the retention level. Results showed that there is a significant difference between the posttest scores, and pretest and posttest mean scores of the experimental and control groups. In addition, retention of previously gained concept in science was also significant in the lag post-test scores of the experimental group and the control group but both groups recorded an increase in retention level. It is also identified that language strategies improves students engagement, enjoyment, skills development, critical thinking, comprehension and authentic learning experiences of the student participants during blended learning. Thus, suggesting that teachers may use the different language strategies in teaching science subjects to improve the achievement and enhance retention of previously gained concepts of students.