|
INTERNATIONAL JOURNAL OF SCIENTIFIC DEVELOPMENT AND RESEARCH International Peer Reviewed & Refereed Journals, Open Access Journal ISSN Approved Journal No: 2455-2631 | Impact factor: 8.15 | ESTD Year: 2016 open access , Peer-reviewed, and Refereed Journals, Impact factor 8.15 |
Imp Links for Author
Imp Links for Reviewer
Research Area
Subscribe IJSDR
Visitor Counter
Copyright Infringement Claims
Indexing Partner
|
Published Paper Details
|
|
| Paper Title: | Effects of Using Blended Instruction on Undergraduate Information Technology Students` Achievement in post-COVID-19 Era |
| Authors Name: | Francis Avevor |
| Unique Id: | IJSDR2208098 |
| Published In: | Volume 7 Issue 8, August-2022 |
| Abstract: | This study examined the effects of using blended instructional mode on undergraduate students’ academic performance and knowledge retention in a technology-based university in Ghana. A sample of 140 second year Information Technology (IT) students, who were offering Data Structures and Algorithms, was selected using the purposive random sampling technique for this study. All the 140 students were taught face-to-face during the first 6 weeks of this study, and then split into two groups for the next 6 weeks. The experimental group had the classes synchronously and asynchronously online (OL) while the control group attended the same classes face-to-face (FTF). Three 30-item multiple-choice scholastic tests (namely: pre-test, post-test and delayed test) were administered to the students at the end of weeks 6, 12 and 16, respectively, of the 1st semester of 2021/2022 academic year. The data was analyzed using descriptive statistics and ANOVA. The results showed that the use of blended instruction mode enhanced the academic performance and knowledge retention of undergraduate students more than when the conventional (FTF) teaching method is used. It found that statistically significant differences existed in the mean post-test and delayed test scores between students in the control (FTF) group and those in the experimental (OL) group, in favour of the experimental group. Also, this study revealed that there was a statistically significant difference between the academic performances of male and female students, in favour of the female students, when the blended instructional mode is used. Furthermore, this study proffered some recommendations to make the blended instructional method usage more efficient and to increase its adoption and adaptation in higher educational institutions. |
| Keywords: | Blended instruction, video-conferencing, constructivist theory, synchronous teaching, academic performance |
| Cite Article: | "Effects of Using Blended Instruction on Undergraduate Information Technology Students` Achievement in post-COVID-19 Era", International Journal of Science & Engineering Development Research (www.ijsdr.org), ISSN:2455-2631, Vol.7, Issue 8, page no.668 - 678, August-2022, Available :http://www.ijsdr.org/papers/IJSDR2208098.pdf |
| Downloads: | 000338719 |
| Publication Details: | Published Paper ID: IJSDR2208098 Registration ID:201037 Published In: Volume 7 Issue 8, August-2022 DOI (Digital Object Identifier): Page No: 668 - 678 Publisher: IJSDR | www.ijsdr.org ISSN Number: 2455-2631 |
|
Click Here to Download This Article |
|
| Article Preview | |
|
|
|
Major Indexing from www.ijsdr.org
| Google Scholar | ResearcherID Thomson Reuters | Mendeley : reference manager | Academia.edu |
| arXiv.org : cornell university library | Research Gate | CiteSeerX | DOAJ : Directory of Open Access Journals |
| DRJI | Index Copernicus International | Scribd | DocStoc |
Track Paper
Important Links
Conference Proposal
ISSN
 |
 |
DOI (A digital object identifier)
  Providing A digital object identifier by DOI How to GET DOI and Hard Copy Related |
Open Access License Policy
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
|
 |
 |
 |
Social Media
Indexing Partner |
|||
| Copyright © 2024 - All Rights Reserved - IJSDR | |||
Facebook Twitter Instagram LinkedIn