EFFECTS OF BLENDED TEACHING-LEARNING STRATEGY ON ACADEMIC PERFORMANCE OF UNDERGRADUATES IN RESEARCH METHODS COURSE AT A NIGERIAN UNIVERSITY

Abstract

The use of technology and creative teaching techniques is becoming more
crucial in the changing field of higher education. This research examines
the influence of a blended teaching-learning approach on the academic
achievement of undergraduate students who are taking a Research Methods course at a university in Nigeria. The study used an ex-post facto research design. The study focused on undergraduate students who had taken
both Test and Measurements and Research Methods courses. A purposive
sampling approach was used to choose a total of 2,931 students who had
scores in both courses. The study used descriptive and inferential statistics
to address and examine the research question and hypothesis. The results
indicate that the academic performance of the undergraduate students in
the Research Methods course, which was taught with a blended teaching-learning approach, showed a substantial improvement compared to
their performance in the Test and Measurements course, which relied on
face-to-face interactions. Students valued the adaptability provided by the
online aspects of the course, such as webinars as well as discussion boards.
This research presents empirical data demonstrating the beneficial effects
of implementing a blended teaching-learning approach on the academic
achievement of undergraduate students enrolled in the Research Methods
course at a university in Nigeria. The amalgamation of technology and internet resources not only cultivates active participation, but also augments
analytical reasoning and investigative proficiencies, equipping students for
the requisites of contemporary academics and research
Keywords: Blended learning, teaching-learning strategy, academic performance, undergraduates, research methods