EFFECTIVENESS OF BLENDED LEARNING STRATEGY ON UNDERGRADUATE BUSINESS EDUCATION STUDENTS’ ACHIEVEMENT SCORES IN RIVERS STATE UNIVERSITY

Abstract

The study aimed to investigate the effectiveness of Blended Learning strategy on the achievement scores of undergraduate Business Education students in Rivers State University. Three research questions and three hypotheses were formulated to guide the study. The design of the study was quasi-experimental with non-randomized pre-test post-test control design. 365 1^st year students in the Department of Business Education of the Rivers State University formed the population and sample of the study. The instrument that was used for the study is a self-developed titled “Blended learning students’ Achievement Test (BLeSAT)”. The reliability coefficient of 0.73 was determined using Kuder Richardson (K-R₂₁). Data obtained were analyzed using mean for research questions, and Z-test and ANOVA used to test the hypotheses at 0.05 level of significance. Results showed that there is no significant difference in the mean achievement scores of male and female students taught Elements of Business Management with Blended Learning strategy. Although, there was no statistical difference in the post-test mean scores of students of Accounting, Management, Marketing and Office and Information Management options and there was a significant statistical difference in the post-test mean scores of students of the three groups based on level of online interaction. Based on the findings, it was recommended among others that Business education lecturers should adopt blended learning strategy to encourage students’ active participation in their learning and to create room for frequent interactive environment between the teacher and students.