Effects of Blended Learning Instructional Approach on Secondary School Students’ Academic Achievement
Keywords:
Achievement, Computer, Blended-InstructionAbstract
The landscape of education has undergone significant transformations in recent years, largely driven by advance- ments in technology. Online and blended learning environments have emerged as innovative solutions, reshaping traditional educational paradigms. The study investigated the effect of blended learning instructional approach on secondary school students’ achievement with three research hypotheses. The study employed pre-test, post-test, control group quasi experimental design.
The study population was 5,880 senior secondary school year two (SS2) computer studies students in Owan- West education zone, Edo State. The study involved a sample of 112 SS 2 students. The data collection instrument was Computer Studies Achievement Test (CSAT) validated by experts. Reliability of the instrument was deter- mined by applying Kuder-Richardson Formula 20 that provided internal consistency value of 0.79. The obtained data were analyzed using ANCOVA. The study findings indicated among others that the mean academic scores of the students who had been taught computer studies with blended learning instructional approach and those taught with conventional instructional approach differed significantly in favour of blended learning. It was suggested that state ministry of education should organize workshops to computer studies teachers on how they can use blended learning instructional approach to teach.
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