Effect of Blended Instructional Method on Pupils’ Academic Achievement in Social Studies in Ilorin West Local Government Area of Kwara State
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Date
2022
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A2Z Edu-Learning Hub
Abstract
In many fields, including pedagogy, technology has had a significant impact. The use of synchronous and asynchronous digital tools in instructional processes exemplifies this trend. The combination of face-to-face classroom instruction with computer mediated activities to deliver instruction characterized blended instructional method. Hence, the study investigated the effect of blended instructional method on the pupils' academic performance in social studies in Kwara State. The study adopted a pretest posttest control group quasi-experimental research design. The population used contains of all pupils in upper basic education in llorin West Local Government Area Kwara State. The simple random sampling technique was used to select two (2) private schools which were used in the study. One instrument titled Social Studies Achievement Test (SSAT) was validated and tested for reliability. Three research hypotheses were tested with analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that treatment had significant effect on pupils' academic achievement in social studies. However, gender did not have significant effect on pupils' academic achievement in social studies and there was no significant interaction effect of treatment and gender on pupils' academic achievement in Social Studies. Based on the findings, it was concluded that blended instructional method can improve academic achievement of pupils in social studies. It was therefore recommended that blended instructional method should be employed as a method of teaching social studies. School owners should organize and sponsor their teachers to attend workshop and training on the use of blended instructional method.