EFFECTS OF STATION ROTATION BLENDED LEARNING ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN ECONOMICS IN COLLEGES OF EDUCATION

Abstract

This study investigated the effects station rotation blended learning on students’ achievement and retention in Economics in Colleges of Education. This study was guided by two research questions and two hypotheses. The design of the study is quasi-experimental research design involving two experimental groups. The study was conducted on a population of 350 students from Colleges of Education Zuba and Akwanga. From this population, 80 Economics students (40 females and 40 males) in two intact classes were sampled. The instruments for data collection comprised the Economics Achievement Test (EAT). The instrument was validated by experts in Measurement and Evaluation and Economics Education. The internal consistency coefficient of 0.730 for EAT was established using Kudder Richardson KR 20. The EAT achievement test has good estimate of temporal stability index of 0.77 using Pearson product moment correlation. The mean and standard deviation were used to answer the research question, and hypotheses were tested using Analysis of Covariance (ANCOVA) at the 0.05 alpha level. This study found that; station rotation instructional approaches enhanced students’ achievement in learning Economics and the effect of station rotation instructional approach was higher than other classroom instructional approaches. The ANCOVA test revealed that there was a significant difference in the mean achievement scores of students exposed to station rotation instructional approach; than other instructional approaches. There is significance difference between mean retention scores of students in Economics; that the station rotation blended instructional approaches enhanced students achievement scores. This study recommended the need for economics teachers to use station rotation blended instructional approach in teaching and learning to enhance students’ achievement and retention, especially in large classes as in the Colleges of Education. Also, continuous training and retraining of teachers on the use of blended learning approaches in teaching and learning.