This study explores the effectiveness of a blended learning approach supported by WhatsApp on students’ academic performance in science education at the secondary school level in Türkiye. A quasi-experimental design with pre-test and post-test control groups was employed. The sample consisted of 108 students selected from three public secondary schools located in diverse socio-economic regions. The experimental group received science instruction through a combination of face-to-face classes and WhatsApp-based digital materials, discussions, and weekly mini-assessments. The control group followed the conventional classroom-only method. The findings revealed that students in the experimental group achieved significantly higher post-test scores compared to those in the control group. Minor variations were observed based on gender and geographic location; however, these were not statistically significant. The results suggest that WhatsApp-assisted blended learning can positively influence student engagement and academic outcomes in science subjects. It is recommended that science educators integrate mobile-supported instruction into their practices and that educational policies support equitable access to digital tools across regions.
Science education, blended learning, WhatsApp, mobile learning, academic achievement, secondary school students