Asian Journal of Education and Social Studies

The study determined the learning gain of students that were exposed to rotation model of blended learning and those taught using the traditional talk and chalk method. It determined the effect of the rotation model on students’ academic achievement in Economics in public secondary schools in Osun State, Nigeria. It also determined the interaction effect of sex on the effect of the model on students’ academic achievement in Economics. The study adopted pretest-posttest quasi experimental design. The population of the study consisted all senior secondary students that offered Economics as a subject in the study area. Sixty-one senior secondary (SS) II students were sampled using multistage sampling procedure. The students were grouped into experimental and control through random sampling. Intact classes of students in the experimental group were exposed to the rotational model of blended learning while those in control group were taught using the conventional method. The study lasted six weeks. Economics Achievement Test (EAT) was used for data gathering. Analysis of data showed that the mean of the learning gain of students that were exposed to the rotation model was higher than those taught with the talk and chalk method but the standard deviation was lower. There is significant difference in the academic achievement of students in the experimental and the control (F_{(1, 60)} = 31.185; p = 0.000). Sex has no interaction influence on the effect of the rotation model on students’ academic achievement in Economics in the study area (F_(1,60) = 0.083; p = 0.774). The study concluded that rotation model of blended learning enhanced students’ academic achievement in Economics. Also, that sex did not influence the effect of the model students’ academic achievement in Economics.