Efficacy of Station-Rotation-Blended Learning Strategy in Mitigating Anxiety and Enhancing Motivation and Performance in Ecology Concepts among Secondary Schools' Low Achieving Students in Zaria, Kaduna, Nigeria

                @article{CRSIJ26000419,
                  author = {Najmuddeen Alhassan, Alhassan Amina, Hadiza Aliyu Muhammed},
                  title = {Efficacy of Station-Rotation-Blended Learning Strategy in Mitigating Anxiety and Enhancing Motivation and Performance in Ecology Concepts among Secondary Schools' Low Achieving Students in Zaria, Kaduna, Nigeria},
                  journal = {Cosmo Research and Science International Journal},
                  year = {2026},
                  volume = {2},
                  number = {2},
                  pages = {554-565},
                  issn = {3108-1584},
                  url = {https://cosmorsij.com/published/CRSIJ26000419.pdf},
                  abstract = {Students in low-achieving groups in science classes in secondary schools often face high levels of test anxiety, a lack of academic motivation, and low academic achievement due to traditional teacher-centered instruction. This research assessed the impact of a Station-Rotation Blended Learning Strategy (SRBLS) on academic success, end of examination anxiety, and motivation of low achieving students in Senior Secondary School II (SS II) in Zaria Education Zone, Kaduna State, Nigeria on ecological concepts. The study chosen two co-education public secondary schools through stratified purposive sampling according to the availability of ICT facilities using a pretest- posttest non-equivalent control group quasi-experimental design. Low achieving students were identified (N = 50; Experimental = 30; Control = 20): and a six week intervention was implemented either SRBLS or traditional lecture instruction. Three validated instruments were used: the Ecology Performance Test (EPT; r = 0.78), the Ecological Concepts Motivation Questionnaire (ECMQ; 0.83) and the Biology Student Anxiety Questionnaire (BSAQ; 0.76) to collect data. Independent samples t-tests and Mann-Whitney U tests at α = 0.05 were used to analyse data. The results showed that low achieving students who were exposed to SRBLS scored much higher on the posttest performance (M = 34.73, SD = 4.32) as compared to the control group (M = 11.75, SD = 3.42, t (48) = 19.99, p < 0.001). Furthermore, SRBLS significantly reduced test anxiety (U = 0.00, p = 0.001) and increased academic motivation (M exp = 35.70, SD = 3.78 vs. Mctrl = 21.00, SD = 2.59; t (48) = 26.71, p < 0.001). There was no statistically significant difference in performance between male (M = 34.88, SD = 4.39) and female low achieving students (M = 34.54, SD = 4.39; t (28) = 0.21, p = 0.83), in the experimental group, which showed gender equity in the outcomes achievement. The research concludes that SRBLS is a valid pedagogical model that is gender inclusive and can be used to enhance cognitive and affective learning outcomes in low achieving students. It is highly suggested to incorporate rotational blended learning models in science curricula and teacher education programs in secondary schools.},
                  keywords = {Academic Motivation, Biology Education, Ecology Instruction, Secondary Education, low achieving students, Station-Rotation Blended Learning, Test Anxiety},
                  month = {September}
        }