Impacts of Blended Strategy on Performance and Retention in Social Studies among Secondary School Students in Ika South Local Government Area, Delta State

This research explored the Impacts of Blended Strategy on Performance and Retention in Social Studies among Secondary School Students in Ika South Local Government, Delta State. Four research questions and four hypotheses guided the study. Pre-test, post-test, control group, quasi experimental research design was adopted for the study. The population comprised of all upper basic class two (JSSII) Social Studies students during the 2023/2024 academic session in Ika South Local Government Area of Delta State. A sample size of 120 Social Studies students were purposively selected using an intact class. The Social Studies Performance Test (SSPT), a verified researcher-made test with 45 multiple-choice questions about the subject of "culture and social values in UBEL Schools 2 (JSS2), was employed for data collection. The reliability coefficient (r) of 0.70 was obtained using Kuder-Richardson formula 20. The research questions were answered using the mean and standard deviation, and the hypotheses tested at the 0.05 alpha level using analysis of covariance. The study revealed among others that there was significant difference between mean performance scores of students taught Social Studies using flex and flipped blended strategies and those exposed to conventional method. The study recommended that to enhance student performance and retention in Social Studies, schools should equip classrooms with necessary technology and integrate blended learning into the curriculum. Additionally, regular training should be provided for teachers to effectively implement and promote blended learning across both urban and rural settings. Keyword: Social Studies, Blended Learning, Students’ Performance, Retention, location