The Effect of Blended Learning on Developing Scientific Concepts in Biology Textbook among Tenth-Grade Students

This study aimed to investigate the effect of blended learning on developing scientific concepts in biology textbooks among tenth-grade students. The study sample consisted of 63 tenth-grade students from Jubbeh Secondary Schools in Jerash Governorate. They were divided into two groups: an experimental group of 32 students and a control group of 31 students. To achieve the study's objectives, a quasi-experimental approach was employed, and scientific concepts were tested for data collection. The results showed statistically significant differences in the students' responses to the scientific concepts test, favoring the experimental group. It also indicated a significant impact of blended learning in developing scientific concepts. Based on these results, several recommendations were suggested, including the use of blended learning in teaching new science units, especially biology, and training science teachers to use blended learning techniques.