Vol. 7, Issue 2, Part G (2025)

This study explore the influence of blended learning on science education in government secondary schools, using survey data collected from 250 students and 40 teachers. The research employed a descriptive and analytical design, combining descriptive statistics with inferential tests (t-tests, ANOVA, and correlations) to examine patterns across gender, grade level, and teacher ICT training. Findings revealed that students generally perceived blended learning as moderately effective in enhancing engagement, understanding, and self-efficacy, with no significant differences across gender or grade levels. Teacher data indicated that higher levels of ICT training were related with better implementation of blended learning, though institutional barriers such as limited resources and infrastructure persisted. The results highlight blended learning as a promising pedagogical approach in science education, particularly in government schools where traditional teaching methods dominate. The study concludes that investments in teacher ICT capacity building and supportive digital infrastructure are essential for exploiting the efficiency of blended learning in fostering scientific literacy and achievement.