Title: Exploring Students' Perceptions of Blended Learning Components and Their Impact on Academic Performance in Agricultural Education at Higher Institutions in Bayelsa State, Nigeria.
Authors: Patience Yemi OLISA
Volume: 8
Issue: 11
Pages: 54-62
Publication Date: 2024/11/28
Abstract:
This study investigates students' perceptions of the impact of blended learning on academic performance in agricultural education programs at higher institutions in Bayelsa State, Nigeria. The study employed descriptive correlational research design. The target audience includes of 301 students of agriculture education students in higher institutions in Bayelsa State, Nigeria. The target population of 301 respondents was also the sample. "Exploring Students' Perceptions of Blended Learning Components and their Impact on Academic Performance in Agricultural Education at Higher Institutions" (ESPBLCIAPAEHI) was designed by the researchers for data collecting. The instrument underwent face and content validation by three experts, one specializing in agriculture education and two test evaluators from Niger Delta University (NDU), Nigeria. To ensure the questionnaire's reliability, Cronbach's alpha was utilized, obtaining a reliability coefficient of 0.79, judged sufficient for this study. Three research questions were generated together with associated null hypotheses. A total of 301 surveys were disseminated, with 290 completed and returned, for a 96% percentage of respondents. The analysis of data included the computation of means and standard deviations to answer the study questions, and Pearson Product-Moment Correlation (PPMC) was employed to evaluate the hypotheses at a 0.05 significant level. The analysis was performed using the Statistical Package for the Social Sciences (SPSS). Research demonstrates a positive correlation between students' opinions of blended learning and their academic performance. The study concludes that online resources, face-to-face interactions, and collaborative learning significantly contribute to academic achievement by promoting deeper engagement, better comprehension of agricultural concepts, and enhanced motivation among students. These results align with prior studies, highlighting the beneficial impact of blended learning on educational outcomes in agricultural education. Recommendations are made for educators and policymakers to optimize blended learning environments, fostering improved academic performance in agricultural education at higher institutions.