Effect of Blended Learning Method on Students’ Academic Achievement in alternating current Machines in Technical Colleges in Rivers State

Abstract

The study investigated the effect of blended learning method on students’ academic achievement in alternating current machines in technical colleges in Rivers State. A quasi-experimental design was adopted in the study. The population of the study consisted of 295 electrical students from the government technical colleges in Rivers Sate. A sample size of 87 electrical students drawn from two intact classes of National Technical Certificate for the study. Purposive sampling was used to draw one technical college from the four government technical colleges in Rivers State. The selected college was Government Technical College Ahoada. Two research questions were answered and Two hypotheses were tested at .05 level of significance. The instrument for the study was a self-structured “Alternating Current Machine Achievement Test.’’ The instrument was face and content validated by three research experts. The reliability of the instrument was established through a test-retest reliability method and Pearson Product Moment Correlation Coefficient was used to correlate the scores of the two tests. The reliability coefficient achieved was 0.96. Mean statistics was used to answer the research questions, while t-test was used to test the null hypotheses at .05 level of significance. The findings shows that students taught with the blended learning method achieved higher mean scores than those taught with traditional lecture method and the difference in the mean scores were statistically significant at .05 level of significance. Based on the findings, it was recommended among others that teachers of electrical machines and other technical subjects should adopt blended learning approach in the delivery of their lessons. Implications of the results and suggestions for further studies were made.