PERCEIVED INFLUENCE OF BLENDED LEARNING AND COLLABORATION STRATEGY ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL BUSINESS STUDIES STUDENTS IN ANAMBRA STATE

Abstract

This study ascertained the perceived influence of blended learning and collaboration strategy on the academic achievement of secondary school business studies students in Anambra State. Three research questions guided the study and three hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey research design. The population of the study consists of 5660 business studies teachers from six education zones in Anambra State. The sample size of the study was 374 business studies teachers from six education zones in Anambra State. Two instruments were used for data collection namely: Blended Learning Questionnaire (BLQ) and Collaboration Strategy Questionnaire (CSQ). The instruments were subjected to face and content validation from three experts. The instruments were pilot tested and the data obtained were subjected to test for internal consistency using Cronbach alpha and academic achievement was ascertained using Kuder-Richardson formula 21 (K – R 21) which yielded a coefficient value of 0.75. Cronbach Alpha reliability coefficient was used for the reliability of the instrument and an overall reliability coefficient value of 0.81 was obtained which indicate that the instrument were reliable. The researcher administered 374 copies of the instruments personally to the respondents in their schools with the aid of research assistants who were teachers in the area and were briefed on the method of administration of the instrument. Out of 374 copies of questionnaires administered to the respondents, 369 were retrieved indicating 95% response rate. Data collected from the respondent were analyzed using descriptive statistics of Mean and standard deviation and t-test was used to test the null hypotheses. The findings revealed that the mean result indicates that business studies teachers agree that supplemental model, replacement model, and fully online model has perceived influence on the academic achievement of business studies students in Anambra State. Also, there is no significant difference in the mean ratings on how Supplemental model, replacement model, fully online model influences the Academic Achievement of Business Studies Students in secondary schools in Anambra State. Based on the findings of the study, the researcher concluded that the usage of blended learning models and collaboration strategy types improves the academic achievement of business studies students in secondary schools in Anambra State.  It was recommended that curriculum planners and school management should encourage teachers to use the models and strategies in teaching business studies in secondary schools in Anambra State to ensure excellence in academic achievement of business studies students.