South Asian Journal of Social Studies and Economics

This study investigated the effects of home-based learning on Basic Science students’ academic achievement, retention, and interest in Delta Central Senatorial District of Delta State, Nigeria. A quasi-experimental research design was adopted, involving a sample of 120 Junior Secondary School II students selected using a multi-stage sampling technique. Data were collected using the Basic Science Achievement Test (BSAT), Basic Science Retention Test (BSRT), and Basic Science Interest Scale (BSIS). The data were analysed using means, standard deviations, and analysis of covariance (ANCOVA). The findings revealed that students exposed to home-based learning had a higher mean achievement score (68.740) than those taught using the conventional method (55.280), with a mean difference of 13.460. In terms of retention, the experimental group recorded a mean score of 65.200 compared with 49.870 for the control group, with a mean difference of 15.330. Similarly, students in the experimental group showed higher interest (mean = 3.680) than those in the control group (mean = 2.950), with a mean difference of 0.730. The ANCOVA results indicated significant differences in achievement (F = 33.007, p < .001), retention (F = 28.676, p < .001), and interest (F = 21.269, p < .001). The study concluded that home-based learning significantly enhanced students’ academic achievement, retention, and interest in Basic Science. The study recommended that teachers incorporate structured home-based learning activities into their instructional practices to improve students’ learning outcomes.