Effect of Blended Teaching Method on Junior Secondary School Students’ Academic Achievement in Basic Technology in Biu Educational Zone, Borno State Nigeria

Abstract

The purpose of the study was to determine the effect of blended teaching method on Junior Secondary School Students Academic Achievement in Basic Technology subject in Biu Educational Zone of Borno State, Nigeria. Two research questions and two null hypotheses were formulated to guide the study. The study adopted quasi-experimental design of pretest, posttest nonrandomized, nonequivalent control group design. The population of the study was 22,968 Junior Secondary School students offering Basic Technology in 14 Government Secondary Schools in Biu Educational Zone of Borno State. Purposive sampling technique was used to select two Junior Secondary Schools for the study. The total sample size was 182 students in their JSS II. The instrument for data collection was developed by the researchers titled: “Basic Technology Achievement Test (BTAT)”. The instrument was validated by three experts and 0.88 reliability index was obtained using Cronbach Alpha method. Mean statistic was used to answer the research questions while z-test and ANOVA were used to test the null hypotheses at 0.05 level of significance. Findings of the study revealed among others that mean achievement scores of students in the experimental group was higher than those in the control group; both males and females academic achievements increased significantly when taught using blended teaching method than those taught using lecture method. Based on the findings, the following recommendations were made: Government should ensure that teaching process in junior secondary schools in Borno State should not rely on the traditional pattern of instructional delivery but should incorporate blended learning in the process; teachers teaching basic technology subject should expose the students to various modes of blended supported learning management system to promote student-centered instructional approach, students ‘autonomy to knowledge acquisition, and student-self-discovery learning.

Keywords

• blended learning
• teaching method
• junior secondary school
• academic achievement
• basic technology