Blended and non-blended learning strategies on students’ academic achievement in Internet and electronic libraries in Anambra State, Nigeria

Abstract

The study aimed at investigating the effects of blended strategies on students’ academic achievement in Internet and Electronic libraries course. Two research questions and two hypotheses guided the study. The research adopted quasi-experimental design of pre-test post-test control group. A sample of sixty-six (66) students from two multistage selected public tertiary institutions out of a population of three hundred and ten(312) third year students from four public tertiary institutions in Anambra State, Nigeria was used for the study. The instrument for data collection was the Internet and Electronic Libraries Achievement Test (IELAT) with the reliability value of 0.86 using Kuder-Richardson (KR-21). The research questions were analyzed using mean and standard deviation while hypotheses were tested using Analysis of Covariance (ANCOVA).The result of data analysis showed that blended learning strategy enhanced students’ academic achievement in electronic libraries. Blended learning is more effective in enhancing female students’ academic achievement in electronic libraries. It was recommended that electronic libraries lecturers should adopt blended learning strategy as an effective strategy for teaching electronic libraries, Lecturers in tertiary institution should endeavor to attend workshops, seminars to acquire instructional pedagogical strategy skills.