The study investigated the effects of Spaced and Blended Learning teaching strategies on the performance of senior secondary school students in Biology in Nigeria. Specifically, the study was designed to ascertain the difference in the pre-test and post-test mean scores of students in experimental and control groups. The study investigated the difference in the performance of students based on their gender and school location. The study adopted quasi – experimental pre-test and post-test three group research design. The sample consisted of 149 S.S.S. 2 students drawn from Government owned secondary schools in Nigeria. The sample was selected using multistage sampling procedure. One research instrument namely Biology Performance Test (BPT) was used to collect relevant data used for the study. The face and content validity of the instrument was ensured while the reliability of the instrument was determined using Kuder-Richardson (K20) which yielded reliability co-efficient value of 0.87. The data were analyzed using descriptive statistics and inferential statistics. The findings of the study showed that the three groups were homogeneous at the commencement of the experiment. The use of Spaced Learning and Blended Learning enhanced better performance of students in Biology than the conventional strategy, Spaced Learning and Blended Learning strategies are not gender and location biased. Based on the findings of the study, it was recommended among others that the use of Spaced Learning and Blended Learning strategies should be encouraged in Biology class in secondary schools so as to enhance better academic performance of students in Biology.

Keywords: Spaced Learning, Blended Learning, Performance, Biology,

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