The effect of using blended learning and active learning strategies on the achievement and retention of first-year secondary school students in chemistry

Abstract

The study found that there are statistically significant differences in achievement and learning retention for the experimental group. Regarding gender, the study found that there  are no  statistically significant differences the blended learning strategy and the active leering strategy. The study also found that there are statistically significant difference in the learning retention in both strategies (blended learning strategy and the active leering strategy) for male students. The study also found that there is positive correlation relationship between achievement and learning retention in both strategies