Comparative Study of Blended Learning and Traditional Classroom Methods Among Senior Secondary School Students in Gusau Local Government Area, Zamfara State, Nigeria
DOI:
https://doi.org/10.63561/fnas-jmse.v7i3.1167Keywords:
academic performance, blended learning, traditional method, classroom, learning outcomesAbstract
This study investigated how academic performance varies between students who learn through blended learning and those who stick to traditional classroom methods in senior secondary schools located in the Gusau Local Government Area of Zamfara State, Nigeria. The research used a quasi-experimental design and involved a sample of 150 senior secondary school teachers, chosen through simple random sampling. The participants were split into two groups: one group experienced blended learning, while the other was taught using conventional classroom techniques. To gather data, the researchers created an achievement test and a structured questionnaire. Experts validated these tools, and their reliability was confirmed using the test-retest method. The analysis of the collected data employed mean rating scale techniques, revealing a significant difference in academic performance between the two groups. Students in the blended learning group achieved higher mean scores compared to those taught through traditional methods. Additionally, the results showed that students in the blended learning environment were more engaged, understood the material better, and retained information more effectively. The study concluded that blended learning outperforms traditional classroom methods in boosting students' academic success. It is recommended that educators and policymakers encourage the adoption of blended learning strategies and ensure that adequate technological resources and training are available to facilitate its implementation.
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