Speaker
Description
Talba, U.
College of Education waka Biu, Borno state
usmantalbal@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The increasing integration of digital technologies into education has necessitated the adoption of innovative instructional approaches that enhance teaching effectiveness and improve student learning outcomes. Blended learning, which combines traditional face-to-face instruction with online and technology-mediated learning experiences, has emerged as a promising pedagogical approach for science education. This paper examines the application of blended learning in the teaching of Integrated Science and its potential to enhance students’ academic achievement, engagement, and scientific inquiry skills. Integrated Science encompasses concepts from biology, chemistry, physics, and environmental science, requiring instructional strategies that promote active participation, collaboration, and practical understanding. Through blended learning, teachers can utilize digital tools such as learning management systems, multimedia resources, virtual laboratories, educational videos, online assessments, and collaborative learning platforms to complement classroom instruction. This approach provides students with flexible learning opportunities, facilitates self-paced study, and supports differentiated instruction that addresses diverse learning needs. The paper discusses various blended learning models applicable to Integrated Science education, including the flipped classroom model, rotational learning model, and enriched virtual learning model. It further highlights the benefits of blended learning in improving conceptual understanding, fostering critical thinking, encouraging learner autonomy, and enhancing access to educational resources. Particular attention is given to the relevance of blended learning in resource-constrained educational environments where access to laboratory facilities and instructional materials may be limited. Despite its advantages, challenges such as inadequate technological infrastructure, limited digital literacy among teachers and students, poor internet connectivity, and insufficient institutional support hinders effective implementation. The paper concludes that successful