An exploration of blended learning and university students’ academic performance

Abstract

The study examined the effect of blended learning approach on undergraduate students’ academic performance. The study adopted quasi-experimental research design. A sample of (84) 300 level students of Educational Management in Tai Solarin University of Education, Ijebu-ode, Ogun State Nigeria was drawn using purposive sampling technique. The sample was divided into two study groups 42 students in each group; the two groups were randomly assigned to be treated differently as experimental group (blended e-learning environment) and control group (traditional face-to-face teaching approach). The pretest was administered to both groups. After all the essential topics were covered, posttest was given to both groups. The test scores were collated and subjected to statistical analysis to determine the level of performance of the two groups in the course (EDM 316). Analysis of covariance (ANCOVA) was used to determine the main and interaction effects of the variables of study. The hypotheses developed for the study were tested at the .05 level of significance. The findings revealed significant main effect of treatment (blended learning approach) on undergraduate students’ academic performance, and no significant gender difference in the effect of blended learning approach on undergraduate students’ academic performance. The study equally recorded a significant mean difference between experimental and control groups. It was therefore recommended among others that blended learning should be adopted for teaching at university level for the purpose of helping students to be thoughtful learners as the approach makes learning environment more conducive, customized and personalized.