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.