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Effects of Blended Learning on Technical Education Students' Achievement in Electronic Laboratory Workshop Technology
Abstract
This study investigated the effects of blended learning approaches on technical education students' achievement in electronic laboratory workshop technology at Rivers State University, Nigeria. A quasi-experimental research design was employed with a sample of 68 undergraduate students enrolled in a technology education course. The experimental group (n = 34) received instruction through a blended learning approach combining traditional face-to-face methods with online learning components, while the control group (n = 34) received conventional face-to-face instruction only. Data collection utilised an Electronic Laboratory Achievement Test (ELAT) administered as both pre-test and post-test instruments. Analysis through t-test statistics revealed that students exposed to blended learning demonstrated significantly higher achievement scores (p < 0.05) compared to those taught using traditional methods. Furthermore, no significant gender-based differences in achievement were observed among students in the blended learning environment. The findings suggest that blended learning approaches offer substantial benefits for technical education, particularly in enhancing practical laboratory skills acquisition in electronic workshop technology. Thus, one recommendation, amongst others, is for the integration of blended learning methodologies into technical education curricula and the provision of adequate technological infrastructure.
Country
Nigeria
Region
Africa
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PDF
Adobe PDF, 390.86 KB
Date
2025-11-18
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)