Purpose: The aim of this study was investigating the impact of blended learning utilizing the PEEOR (Predict-Explain-Enact-Observe-Reflection) inquiry-based approach on Grade 10 students’ conceptual understanding, science process skills, and motivation in geometrical optics.
Methodology: the study employed a quasi-experimental quantitative design; this study involved 360 Grade 10 students from Woldia Secondary and Preparatory Schools. A random sample of 172 students was selected, divided into three experimental groups (blended lab = 40, virtual lab = 43, traditional lab = 43) and one control group (traditional teaching = 46). The data collection instruments were pre-tests, post-tests, and a motivation questionnaire administered to the experimental groups.
Findings: Significant improvements were observed in science process skills and conceptual understanding across all groups, with the blended learning group showing the most substantial gains. The blended group’s mean science process skills score increased from M=5.85 to M=9.40, and their conceptual understanding score rose from M=8.875 to M=12.875. The virtual group’s scores improved from M=7.465 to M=9.465, and the traditional group’s scores went from M=7.087 to M=9.000. Additionally, the blended learning group demonstrated the highest levels of motivation.
Conclusion: The study concluded that blended learning significantly enhanced students’ conceptual understanding and science process skills in geometrical optics compared to virtual or traditional methods alone. It also provided superior motivational benefits, highlighted its effectiveness as an educational approach.