Abstract
To address the needs of today's millennial and centennial learners, blended learning strategies, such as laboratory rotation, station rotation, blended cycle, and flipped classroom, were integrated with technology, collaborative learning, and traditional face-to-face instruction. This mixed-method, quasi-experimental study, involving 42 Grade 12 students from a public Senior High School during the 2019-2020 school year, aimed to assess their performance in biology. Students were paired and divided into experimental and control groups based on their Earth Science averages. Over a 7-week period, the study progressed through pre-experimental, experimental, and post-experimental stages. Using a validated instrument, the pretest scores of both groups showed no significant difference, indicating similar capacities before the intervention. However, after the intervention, both groups demonstrated improvement in General Biology, with the experimental group—exposed to the four blended learning methods—achieving significantly higher posttest scores than the control group, which followed traditional teaching. Students in the experimental group reported that blended learning was engaging, promoted independent and collaborative learning, catered to diverse intelligences, sparked interest, and provided personalized, contextualized, and convenient instruction. Overall, blended learning was found to enhance learning opportunities effectively.
