EFFECT OF BLENDED LEARNING ON SOCIAL STUDIES STUDENTS’ ACADEMIC ACHIEVEMENT IN ZARIA EDUCATION ZONE, KADUNA STATE, NIGERIA

This study examines the effect of blended learning on students’ academic achievements in Zaria Education, Kaduna State, Nigeria.The study adopted a non-equivalent pre and posttest comparison group design. The population of the study consists of junior secondary school students in Zaria Education Zone, Kaduna State, Nigeria totaling 26,322 as at 2016/2017 academic session. However, JSS III students were purposively used from two junior secondary schools; 60 from each school. The Social Studies Achievement Test (SOSAT) was used as the data collection instrument. The instrument was duly validated by experts in Social Studies and test and measurement. The Cronbach alpha method for determining reliability coefficient was used and consequently 0.79 index power was established. The arithmetic means, standard deviation and independent samples t-test were used as data analysis tools. The study found that junior secondary school students taught using blended learning outperformed those taught using conventional method. In the light of the foregoing, it is recommended among others that there is the need for blended learning approach to be incorporated in teaching Social Studies for maximum result