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Ademe Kekamo
Bonga College of Education
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The impact of blended learning on chemistry laboratory activities in Bonga College of education, Ethiopia Ademe Kekamo
Journal of Environmental and Science Education Vol. 6 No. 1 (2026): Journal of Environmental and Science Education: April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v6i1.45432

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.
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