Akanbi Adekemi O. (PhD), Osuala Ogechi R. (PhD), 2Nwafor Chimuanya. (PhD), 1Oyedokun Oyebode T., Owolade Adeyinka O.
EFFECT OF FLEX BLENDED LEARNING ON UNIVERSITY STUDENTS’ PERFORMANCE AND INTEREST IN RESEARCH METHODS COURSE IN OSUN STATE
Ameliorating University students’ performance and interest in research methods course using was investigated at the University of Ilesa, Osun State, Nigeria. The study evaluated the effect of Flex Blended Learning (FBL) on university students’ performance and interest in the research methods course. Pre-test, post-test, non-equivalent quasi-experimental and analytical survey designs were employed. One hundred five (105) 300-level students from two intact groups formed the sample. Two instruments, the Research Methods Performance Test (RMPT) and the Research Project Skills Interest Rating (RPSIR), were used to collect the data. Experts in the field of Research Methods and Statistics validated the instruments. A reliability index of 0.76 for RMPT was obtained using Pearson’s product-moment correlation, while 0.72 for RPSIR was obtained using Cronbach's alpha. The data collected were analysed using the mean, standard deviation, and analysis of covariance (ANCOVA). The findings revealed a significant difference in the performance and interest of students between the experimental group and the control group. Moreover, gender does not significantly affect students’ performance in flex-blended learning groups. It was recommended, among other things, that lecturers adopt FBL to improve university students’ performance in research methods courses.
Keywords: Flex blended learning, Interest in research methods, Undergraduate’s performance in Osun State
Akanbi Adekemi O. (PhD), Osuala Ogechi R. (PhD), 2Nwafor Chimuanya. (PhD), 1Oyedokun Oyebode T., Owolade Adeyinka O.
EFFECT OF FLEX BLENDED LEARNING ON UNIVERSITY STUDENTS’ PERFORMANCE AND INTEREST IN RESEARCH METHODS COURSE IN OSUN STATE
Ameliorating University students’ performance and interest in research methods course using was investigated at the University of Ilesa, Osun State, Nigeria. The study evaluated the effect of Flex Blended Learning (FBL) on university students’ performance and interest in the research methods course. Pre-test, post-test, non-equivalent quasi-experimental and analytical survey designs were employed. One hundred five (105) 300-level students from two intact groups formed the sample. Two instruments, the Research Methods Performance Test (RMPT) and the Research Project Skills Interest Rating (RPSIR), were used to collect the data. Experts in the field of Research Methods and Statistics validated the instruments. A reliability index of 0.76 for RMPT was obtained using Pearson’s product-moment correlation, while 0.72 for RPSIR was obtained using Cronbach's alpha. The data collected were analysed using the mean, standard deviation, and analysis of covariance (ANCOVA). The findings revealed a significant difference in the performance and interest of students between the experimental group and the control group. Moreover, gender does not significantly affect students’ performance in flex-blended learning groups. It was recommended, among other things, that lecturers adopt FBL to improve university students’ performance in research methods courses. Keywords: Flex blended learning, Interest in research methods, Undergraduate’s performance in Osun State