Effects of Blended Learning Nursing-Mothers Achievement and in Social Studies Education

Mohammed Yakubu; Ruth James UMARU; Ruth A. R Irmiya

doi:10.56201/ijee.v10.no3.2024.pg369.376

📄 Download Paper

Effects of Blended Learning Nursing-Mothers Achievement and in Social Studies Education

Mohammed Yakubu, Ruth James UMARU, Ruth A. R Irmiya

Abstract

The study investigated the effects of blended learning nursing-mothers achievement and in Social Studies education. The study employed the true experimental research design, specifically, the Pre-test-Post-test Control-Group Design. The population of the study consisted of population of 77 nursing-mothers’ from all the course combination offering Social Studies education as teaching subject. The instrument for data collection was Social Studies education Achievement Test with 50 items. The research questions were answered using mean and standard deviation while, t- test and ANCOVA were used in testing the hypotheses at 0.05 level of significance. The results revealed that there is no significant difference between pre-test mean scores of the experimental and control groups. It was indicated that blended learning technique can improve students’ achievement in social studies. The study recommended among others that Social Studies Educators should use a pragmatic teaching instructional technique such as blended learning technique in teaching Nigerian Social Studies to help in achieving the Nigerian project of indissolubility Key Words: Classroom, Feedback, Participation, Social Studies, Students and Test

Keywords

ClassroomFeedbackParticipationSocial StudiesStudents and Test

References

Alessandri, G., Zuffiano, A., & Perinelli, E. (2017). Evaluating intervention programmes with pre- test-post-test design: A structural equation modelling approach. Front Psychology, 223.doi:103389/fpsy.2018.00223. Akpan, K. P., & Aminikpo, N. R. (2017). Blended learning approach on students’ academic achievement and retention: A case study of air force secondary school rivers state, Nigeria. International Journal of Multidisciplinary Research and Development, 4 (12), 15-21. Amosa, I. G., Ahmed, T. S., Ogunlade, O. O., & Olourotimi, R. O. (2017). Effectiveness of blended learning and e-learning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. Malaysian Online Journal of Educational Sciences, 5 (1), 25-36. Ariya, D. A., Umaru, R. J., & Egan, H. E. (2017). Effects of inquiry teaching and learning method on the academic achievement of JSS III Social Studies education students in Jos North, Plateau State. Journal of Educational Studies, 17 (1), 251-271. Fakhir, Z. (2015). The impact of blended learning on the achievement of the English language students and their attitudes towards it in Amman. Master’s thesis in English Language and Literature, Middle East University. Federal Republic of Nigeria (2013). National policy on education (4th Edition). Lagos: Government Press. Hasan, I. (2010). Blended learning. Retrieved on 5th August 2017 from http://emagmans.edu.eg/index. php?page-news&task=show&id=48&8 session/D=14. Korkmaz, O., & Karakus, U. (2017). The impact of blended learning model on student attitudes towards geography course and their critical thinking dispositions and levels. Turkish Online Journal of Educational Technology, 8(4), 51-63. Obiedat, R. L., Nasir E. O., Harfoushi, A. K., AL-Hamarsheh, M., & AlAssaf, N. (2014). Effect of blended-learning on academic achievement of students in the University of Jordan. Retrieved 2017, from: http://www.i-jet.org. Scott, H. (2017). How to implement a station-rotation blended learning model. Retrieved from, 20th 07 2018. From http://www.deambox.com/blog/thought. Thorne, K. (2013). Blended learning: How to integrate online and traditional learning. London: Kogan Page.

Effects of Blended Learning Nursing-Mothers Achievement and in Social Studies Education

Abstract

Keywords

References

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION