Effects of blended learning and peer tutoring on genetics achievement among agricultural education students in North Central Nigeria

Authors

  • Jimoh Saidu Bolakale Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Kwara State, Nigeria Author
  • Afolabi Kayode Ojo Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Kwara State, Nigeria Author
  • Shuaib Suleiman Bature Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Kwara State, Nigeria Author
  • Adesanya Emmanuel Olorunleke Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Kwara State, Nigeria Author

DOI:

https://doi.org/10.15294/ijcets.v12i2.15312

Keywords:

Blended learning, Colleges of Education, genetics, peer tutoring, student achievement

Abstract

This study examined the effects of Blended Learning (BL) and Peer Tutoring (PT) on student achievement in genetics among agricultural education students in North Central Nigeria. Using a quasi-experimental design, 167 students from three education colleges were divided into experimental and control groups. The Genetics Achievement Test (GAT) and the Genetics Blended Learning Package (GBLP) assessed learning outcomes. Pre- and post-test results showed that students taught with BL and PT outperformed traditional methods, with BL being the most effective. Gender differences were also observed, with male students performing better across all methods. The study concludes that both BL and PT enhance learning and recommend their adoption. Additionally, schools should integrate innovative teaching methods and ICT tools to improve instruction in complex subjects.

Article ID

15312

Published

2024-11-30

Issue

Vol. 12 No. 2 (2024): November 2024

Section

Articles