Effect of Blended Learning Teaching Strategy on the Academic Performance of Pupils in Social Studies
| dc.contributor.author | Usman Tunde SAADU | |
| dc.date.accessioned | 2023-08-11T08:56:18Z | |
| dc.date.available | 2023-08-11T08:56:18Z | |
| dc.date.issued | 2022-04 | |
| dc.description.abstract | One of the modern trends in education and one of the new trends in teaching in the twenty first century is blended learning, which can be defined as an educational approach in which more than one means is used to convey knowledge and experience to learners in order to achieve the best learning results. So, it's important to use a mixed-methods approach to teaching. The study employed a quasi-experimental design, and its sample size was 75 people who were selected via stratified sampling and simple random sampling. All of the study participants took a social studies-related achievement test both before and after the research was done. Through a series of tests and retests, the reliability of this instrument was established. Using Pearson's product moment correlation, we were able to calculate an instrument's reliability coefficient of 0.74. (PPMC). The collected data was analysed using an Analysis of Covariance (ANCOVA). There was a significant improvement in students' social studies grades as a direct result of their treatment (F (1; 70) = 14.358; P 0.05), as determined by testing all hypotheses at the 0.05 level of significance. Furthermore, the results showed that there was no statistically significant difference between the sexes in terms of social studies performance (F (1; 70) =.020; P > 0.05). Furthermore, school type was found to have a significant impact on students' social studies grades (F (1; 70) =37.306; P > 0.05). For the subject of social studies, we also discovered that there was no treatment by gender interaction (F (1; 70) =.036; P >.05). In addition, there was no indication of an effect of treatment by school type (F (1; 70) =1.492, P > 0.05) on students' performance in social studies. Regarding students' performance in social studies, no significant gender by school type interaction was found (F (1; 70) =.385; P >.05). In terms of social studies performance, there were no statistically significant differences between the groups of students (F (1; 70) =.827; P >.05). Blended learning appears to have had a major impact on the students' performance in social studies. Seminars and workshops, for instance, were proposed as possible venues for educating educators on the subject of blended educatio | |
| dc.identifier.isbn | 978-81-956748-5-5 | |
| dc.identifier.uri | https://kwasuspace.kwasu.edu.ng/handle/123456789/853 | |
| dc.language.iso | en | |
| dc.title | Effect of Blended Learning Teaching Strategy on the Academic Performance of Pupils in Social Studies | |
| dc.type | Book chapter |