Enhancing Student’s Academic Performance in Social Studies Using Conventional and Blended Teaching Strategy in Rivers State

Abstract

The study was designed to find out the effect of conventional and blended learning strategy on academic performance of social studies students in Gokana Local Government Area of Rivers State. A nonequivalent control group quisi-experimental design was adopted. Stage sampling technique was used in selecting four hundred and eighty (480) students from eight (8) public junior secondary schools for the study. Three research questions and three hypotheses were formulated to guide the study. The researchers developed instrument termed “social studies performance test (SOSPT) to test the students after three weeks of treatment. Mean and standard deviation was used for the research questions while an independent t-test was used to test the hypothesis at 0.05 level of significance. Results of the findings revealed that students in the blended learning class performed better than those in the conventional class. Also, the male students in the blended learning class performed better than their female counterparts. Although, there was no significant differences among the male and female students in the conventional class. On the bases of these findings, it was recommended- among others that social studies teachers be encouraged to used blended learning strategy while blended learning facilities be provided in schools to enhance higher academic performance.