Effect of Blended Learning on Students’ Academic Performance in Physics in Federal Colleges of Education in South East, Nigeria


This study investigated the effect of blended learning on the academic performance   of Physics students in Federal Colleges of Education in South East, Nigeria.  Two   research objectives, two research questions as well as two research hypotheses guided the study. The population of the study comprised all the 287 Physics students in the three Federal Colleges of Education in South East, Nigeria.  A sample of 81 students were purposively selected for the study from two of the three colleges. The instrument for data collection was a -50 multiple choice   researcher-made test entitled Researcher Made Electromagnetic Theory Achievement Test (RMETAT). Test retest method was used to ensure the reliability of the instrument.  Reliability coefficients of temporal stability of 0.97 and that of internal consistency of 0.72 were determined for the instrument.  Mean, standard deviation and ANCOVA were the statistical tools used for data analysis.  The study found out that blended learning increased the performance of Physics students who participated in the study. It was also found out that the performances of students were not dependent on their gender. The researcher, therefore among other things recommended that  blended learning should be made a compulsory teaching strategy for Colleges of Education and similar institutions and that compulsory periodic training and retraining of teachers  in institutions of higher learning on 21st century teaching strategies  such as   blended learning be put in place.


Keywords: : Academic Performance, blended learning, physics

DOI: https://doi.org/10.37745/bje/vol8.no1.pp66-77.2020

Article Review Status: Published

Pages: 66-77 (Download PDF)

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License