The impact of blended learning on chemistry laboratory activities in Bonga College of education, Ethiopia
- 1Bonga College of Education
Abstract
Science education focuses on connecting knowledge with process, developing students’ research skill, knowledge construction skill, problem solving skill. Science courses are given coupled with practical laboratory activities. Most students consider science courses as difficult, irrelevant and boring. So that students are not motivated and encouraged for science courses. This study is intended to motivate chemistry teachers of Bonga College of education to design and implement a blended method and cultivate a passion for chemistry laboratory activities among students in the College. In this study descriptive survey and quasi-experimental design were used, and the research was conducted at Bonga College of education and the participants of this study were all chemistry teachers and all third year general science and environmental science department students of the College. Questionnaires, interviews, observations and test-results were used to collect data. The quantitative data gathered was analyzed using SPSS and qualitative data obtained from direct observation and interview was analyzed. The result of the study showed that students engaged in a blended learning laboratory were more motivated and achieved higher results in comparison with those learned in conventional laboratory methods. The results of the study were taken as evidence to design blended laboratories in the college and other universities and secondary schools.
Related
- Unraveling the Context-Dependent Effects of Microplastics on Soil Enzymatic Activities via Interpretable Machine Learning
- Integrating machine learning and geospatial technologies for spatio-temporal analysis of urban expansion and land use transformation in Gambella Town, Ethiopia
- Integrating Inquiry-Based Learning within the 5E-Framework: Implications for Preservice Science Teacher Education
- Multi-year dynamics of soil quality and sorghum yield under conservation tillage in Northern Ethiopia
- Effects of biochar and vermicompost application on the physicochemical properties of acidic soils in Sidama Region, Ethiopia
BibTeX
@article{kekamo2026impact,
title = {{The impact of blended learning on chemistry laboratory activities in Bonga College of education, Ethiopia}},
author = {Ademe Kekamo},
journal = {Journal of Environmental and Science Education},
year = {2026},
month = oct,
doi = {10.15294/jese.v6i1.45432},
url = {https://doi.org/10.15294/jese.v6i1.45432},
note = {CC BY},
}
RIS
TY - JOUR
TI - The impact of blended learning on chemistry laboratory activities in Bonga College of education, Ethiopia
AU - Ademe Kekamo
PY - 2026
DA - 2026/10/26
JO - Journal of Environmental and Science Education
DO - 10.15294/jese.v6i1.45432
UR - https://doi.org/10.15294/jese.v6i1.45432
AB - Science education focuses on connecting knowledge with process, developing students’ research skill, knowledge construction skill, problem solving skill. Science courses are given coupled with practical laboratory activities. Most students consider science courses as difficult, irrelevant and boring. So that students are not motivated and encouraged for science courses. This study is intended to motivate chemistry teachers of Bonga College of education to design and implement a blended method and cultivate a passion for chemistry laboratory activities among students in the College. In this study descriptive survey and quasi-experimental design were used, and the research was conducted at Bonga College of education and the participants of this study were all chemistry teachers and all third year general science and environmental science department students of the College. Questionnaires, interviews, observations and test-results were used to collect data. The quantitative data gathered was analyzed using SPSS and qualitative data obtained from direct observation and interview was analyzed. The result of the study showed that students engaged in a blended learning laboratory were more motivated and achieved higher results in comparison with those learned in conventional laboratory methods. The results of the study were taken as evidence to design blended laboratories in the college and other universities and secondary schools.
SN - 2797-0175
SN - 2775-2518
ER -