EFFECT OF MOBILE-BLENDED LEARNING ON STUDENTS’ ACHIEVEMENT IN COMPUTER SCIENCE IN EDO STATE POLYTECHNIC
Keywords:
Blended learning; Problem-based learning; learning outcomesAbstract
The quality of the Nigerian educational system has continued to witness a decline over the years at all levels, resulting in the high rate of unemployment among graduates in the country, thereby waning public confidence in the sector. Jobs in the 21st century require employees’ abilities to analyse, evaluate, and synthesize knowledge to creatively solve problems and these abilities are increasingly necessary for survival in today’s world. Mobile-blended learning method allows sufficient time during its face-to-face components to effectively engage learners with problem-solving tasks that encourage their cognitive development, rather than exposing them to learning experiences that are fraught with a repetitive accumulation of facts and knowledge only. As part of efforts to ensure a paradigm shift from traditional approaches to embrace innovative teaching and learning practices, to reposition the system to reflect modern practice, the researchers conducted a mobile-blended learning pilot programme to ascertain its effect on achievement of learning outcomes at the Edo State Polytechnic, Usen. The study consisted of control and experimental groups and the examination scores of both groups were analysed using the t-test for the measurement of means significant difference. The results revealed that mobile-blended with collaborative problem-based learning strategy facilitates achievement of learning outcomes than the traditional method when the focus is on equipping learners with abilities to solve real-life problems. Interestingly, the research also revealed that the innovative approach bridges achievement gap of learners, and improves their abilities to collaborate, think critically and creatively to resolve problems, while promoting their technological consciousness. To successfully support higher education in Nigeria with this strategy, the study recommends sufficient funding, professional development, comprehensive policies/framework to deploy technology into higher education, among others.
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