HIGHER EDUCATION IN NIGERIA: A CASE STUDY OF IMPROVIZATIONAL APPROACHES TO BLENDED LEARNING AT THE FEDERAL UNIVERSITY OF EDUCATION, KANO

Abstract

Blended learning is an emerging concept that employs active processes in both real and virtual environments and passive mechanisms to enhance teaching and learning experiences. However, its adoption in Nigerian public institutions is hampered, in part, by a shortage of ICT facilities and insufficient skilled teachers. The current study sought to devise a strategic improvisation using handheld cellular devices available to students to experiment with the blended learning methodology, thereby verifying its feasibility and assessing its potential impact on students’ academic performance. A true experimental design was used with a treatment group of 20 randomly chosen students from 82 students. The treatment group was subjected to a blended learning approach using the Google Classroom platform, whereas the control group was limited to traditional teaching methods. The performance of the various groups was measured using a teacher-made achievement test, and the collected data were analyzed using SPSS software. A one-tailed, one-sample t-test was employed to determine whether the treatment group's mean achievement score (M=31.5) improved significantly. The result of the average mean achievement score of students taught using blended learning pedagogy (M=48.35, SD=13.236) was substantially higher than the typical average mean achievement score of students, t (19) =3.075, p=0.002, d=1.273,95% Cl [0.762,1.760]. It is thus suggested, among other things, that university administrations offer sufficient ICT infrastructure to facilitate the seamless adoption of blended learning.