BLENDED LEARNING APPROACH AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ESSAY WRITING IN SENIOR SECONDARY SCHOOLS IN ANYIGBA, KOGI STATE

Abstract

This study is aimed at investigating Blended Learning Approach on Student’s Academic Achievement in the teaching and learning of English Language in Senior Secondary Schools in Anyigba, Kogi State. The researcher raised two research questions and formulated two hypotheses to guide the study. The research design used in the study is quasi-experimental design. All the SSII students in Anyigba Metropolis form the population for the study. The total population for this study is six thousand, eight hundred and sixty-two SSII students. The study used purposeful sampling techniques to select two schools and 70 students which serve as the sample for the study. Pre-test was administered to both control and experimental groups before treatment commenced. Four weeks was used for treatment, the same instrument was administered as post-test. The research questions were answered using mean and standard deviation while hypotheses were tested using analysis of co-variance (ANCOVA) at 0.05 levels of significance. The result indicated that Blended learning had significant effect on students’ academic achievement in Essay writing in Ayigba senior secondary schools; there was no significant difference in the mean achievement of male and female students taught essay writing using blended learning approach. From the findings of the study, it was concluded among others that blended learning approach has positive effect on senior secondary school students’ academic achievement in Essay writing in Anyigba. There is no significant difference in the male and female mean achievement in essay writing when taught using blended learning approach. Based on the above, it was recommended that blended learning approach be adopted in teaching essay writing in senior secondary schools in Nigeria.