Effects of Blended and Lecture Teaching Methods on Students’ Academic Performance in Research Methodology in Two Basic Schools of Nursing in Enugu State, South East Nigeria

Abstract

Teaching and learning process involves interaction between the teacher and the learner through various teaching methods which
show what to teach, how to teach and the effects they will have on academic performance. This study investigated the effects of
blended, and lecture teaching methods on students’ academic performance in research methodology. This was a non-randomized
control trial quasi-experimental study. Total population of 96 students from two basic nursing schools in Enugu State assigned
to experimental (BTM) and control (LTM) groups participated in the study. The demographic information was obtained using
self-developed demographic questions while validated achievement test on research methodology was administered before and
after the intervention. Data analysis was carried out using Statistical Package for social sciences (SPSS) software version 25.
BTM (pretest 43.70±9.20, 10.26% and 13.64%1st 2nd posttests, increase of 3.38% (P<0.05). LTM (pretest 44.68±9.59%,
48.25±6.30%, and 48.67±4.99% 1st 2nd posttests, increase of 0.43% (P>0.05). There was significant increase of 3.38% in the
AP of basic nursing students after using blended teaching method in first and second posttests (P<0.05). There was increase of
0.43% in the AP after using LTM but not significant (P>0.05). There was statistically significant difference in the mean scores
of pretests and posttests (P<0.05), of those exposed to BTM. BMT had a higher AP than LTM (P<0.05). BTM significantly
improved AP while LTM showed least improvement on the AP of students in research methodology. BTM had positive effect
in enhancing learning outcomes implying that students derive benefit from being taught using combined TMs.