This study sought to determine the effect of teaching financial accounting withblended learning approach on business education students’ academic achievement inuniversities in Rivers State. Two research questions were answered, and two nullhypotheses were tested at 0.05 level of significance. Quasi-experimental, nonrandomizedpre-test post-test control group research design was adopted for thestudy. The population of the study consisted of 685 first-year business educationstudents (of all options) in two universities that offer business education in RiversState. The sample size was made up of 160 year-one business education students (inaccountancy option) in the two universities. Purposive sampling technique wasadopted as intact classes were selected as experimental and control groups.Students in the experimental group were enrolled on a learning management system(MOODLE) which served as the virtual learning environment for the blendedlearning approach. The instrument for data collection was an achievement test titledFinancial Accounting Achievement Test (FAAT) which contained 40 items. Theinstrument was validated by three experts and standardized through item analysis.The reliability of the instrument was determined using Kuder Richardson (KR 21)formula, which yielded a coefficient of 0.77. Mean and standard deviation were usedto answer the research questions while Analysis of Covariance (ANCOVA) was usedto test the hypotheses at 0.05 level of significance. The findings of the study revealed,among others, that blended learning approach had a higher effect on students’academic achievement scores in financial accounting when compared to conventionalclassroom approach. Also, blended learning approach had more effect on femalestudents’ academic achievement scores in financial accounting than on that of malestudents. It was recommended, among others that, professional institutions regulatingthe practice of accounting (like ICAN and ABEN), should insist that lecturers offinancial accounting use blended learning approach as it improves students’academic achievement in the course.
Title of Article
EFFECT OF BLENDED LEARNING APPROACH ON BUSINESS EDUCATION STUDENTS’ ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING IN UNIVERSITIES IN RIVERS STATE, NIGERIA
Research Method
Thematic Area
Author(s)
Bupo, Godwin O. I.; Ibeneme, Ogo T.
Abstract
Year
Journal
Journal Of The Nigerian Academy Of Education
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State (Author)