EFFECT OF BLENDED LEARNING APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING IN SECONDARY SCHOOLS IN ENUGU, NIGERIA

Abstract

The study was conducted to determine the effects of the blended learning approach on students’ Academic Achievement in financial accounting in secondary schools in Agbani Education Zone in Enugu State. Three specific objectives and three Research questions guided the study. Three null hypotheses formulated for the study were tested at the 0.05 level of significance. The study adopted a quasi- experimental design of pre-test, post-test, non-equivalent control group design. The study was conducted in Agbani Education Zone, Enugu State, due to the poor performance of financial accounting students as shown in their WAEC results. The population for the study comprised 3309 senior secondary school two (SSII) Students in Agbani Education Zone. Simple random sampling techniques were used to obtain a sample size of 150 (73 males and 77 females) SSII financial accounting students. The instrument used for data collection was the Financial Accounting Achievement Test (FAAT) and Financial Interest Scale (FAIS) developed by the researcher using a table of specifications. The instruments were subjected to both face and content validation by three experts. Reliability coefficients of 0.79 and 0.75 were obtained using Kuder-Richardson 20 (K-R20) and Cronbach's alpha, respectively. The data collected from the pre-test and post-test scores were subjected to data analysis with the Statistical Package for Social Sciences (SPSS) using mean and standard deviation, while the hypotheses formulated for the study were tested using Analysis of Covariance (ANCOVA) at the 0.05 level of significance