The effects of Spaced and Blended Learning teaching strategies on the interest of senior secondary school students in Biology in Ekiti State was investigated. The study investigated the difference in interest of students exposed to Spaced and Blended learning teaching strategies before and after treatment. Quasi – experimental pre-test and post-test three group (two experimental groups and one control group) research design was used for the study. Using multistage sampling procedure, a total number of 149 S.S.S. 2 students (intact class size) were drawn from six public secondary schools in three Senatorial Districts of Ekiti State. Biology Interest Scale (BIS) was used to collect relevant data for this study. The face and content validity of the instrument was ensured while the reliability of the instrument was determined using Cronbach’s alpha which yielded reliability co-efficient value of 0.83. The data were analyzed using both descriptive and inferential statistics. The study revealed that the three groups; Spaced Learning, Blended Learning and Conventional were homogeneous at the commencement of the experiment. The use of Spaced Learning and Blended Learning enhanced the interest of students in Biology than the conventional strategy. It was recommended among others that, in secondary schools the use of Spaced Learning and Blended Learning strategies should be incorporated in Biology class so as to enhance the interest of students in Biology. Textbooks could be written in slides which so as to accommodate the use of Blended Learning.

Keywords: Spaced Learning, Blended Learning, Interest, Biology,

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