Effect of Blended Learning on Students’ Performance in Educational Technology Concept
Keywords:
Blended Learning, Colleges of Education Students, Educational Technology, Effect, Gender, PerformanceAbstract
The purpose of this study: (i) determine the effect of blended
learning on the students’ academic performance; (ii)
determine the effect of gender on students’ performance
taught using blended learning. The study used a quasiexperimental method (30 students), employing a pre-test,
post-test design. There are two sets of objective questions in
the performance test. The Kuder-Richardson (KR-20)
calculation provided a reliability coefficient of 0.75 for the
multiple-choice test, while the Split-half reliability statistic
yielded a reliability coefficient of 0.76 for the complete test
replies. Research questions were answered using the mean
and standard deviation while paired sample t-test was used
to test hypothesis 1 and independent sample t-test was used
to test hypothesis 2. The results of the study revealed a
significant difference in the blended learning group's pretest
and posttest performance (df=29; t=30.10; p0.05) in favor of
the posttest performance. The performance of male and
female students exposed to Blended learning did not differ
significantly. The study found that when students in
institutes of education are exposed to blended learning
teaching methodologies, their performance improves. This
research has significant implications for educational
technology teaching practices. It was suggested that
professors in institutions of education be encouraged to use
blended learning as an instructional technique.
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