Impact of Blended Learning on Comprehension of Electromagnetic Induction Concepts: A Case Study in Chongwe District Schools

This study explored the impact of blended learning on students’ comprehension of Electromagnetic Induction concepts in secondary schools in Chongwe District, Zambia. A mixed-methods research design was employed, involving 172 Grade 12 students from Mukamambo II Girls’ Secondary School and Margret Mwachiyeya Secondary School, divided into experimental and control groups. The experimental groups were exposed to a blended learning approach that integrated traditional face-to-face instruction with multimedia simulations, self-paced online tools and interactive presentations. The control groups received conventional textbook-based instruction. Post-test results indicated that students in the experimental groups significantly outperformed their counterparts. At Mukamambo II, the experimental group achieved a mean score of 71.56%, compared to 61.52% in the control group (p < 0.05). Similarly, at Margret Mwachiyeya, the experimental group scored 69.88%, while the control group obtained 58.14% (p < 0.05). Qualitative data from focus group discussions and classroom observations reinforced these findings, with students reporting increased engagement, clearer understanding and improved visualization of abstract EMI concepts. Teachers also observed enhanced participation and interest in lessons. Despite some technological limitations, the intervention was effectively implemented using shared devices and offline digital resources. These findings suggest that blended learning is a viable and impactful instructional model for improving comprehension in science education, especially in under-resourced contexts.