Effect Of Blended Teaching Approach on Students’ Engagement in Civic Education in Calabar South Local Government Area of Cross River State, Nigeria
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This study adopted a pretest-posttest control quasi-experimental design to examine the effect of a blended teaching approach on students’ engagement in Civic Education in Calabar South, Cross River State, Nigeria. Two research questions were posed, which were translated into two null hypotheses. Purposive sampling was used to select four co-educational schools, resulting in a sample of one hundred and eight (108) students: 52 students in the experimental group (24 males and 28 females) and 56 students in the control group (26 males and 30 females). One instrument titled “Civic Education Engagement Rating Scale Questionnaire (CEERSQ)” was developed by the researcher and validated by experts. This instrument was used for data collection as both a pre-test (PRE-CEERSQ) and a post-test (POST-CEERSQ). The reliability of the CEERSQ was established using the Cronbach Alpha Reliability Method after subjecting the instrument to a trial test with 40 SS2 students who were not part of the sample but shared relevant qualities. The reliability coefficient obtained was .89. The research questions were answered using descriptive statistics (mean), while the hypotheses were tested using One-Way Analysis of Covariance for the second hypothesis. Both analyses were conducted at a .05 level of significance. The findings of the study revealed that there is a significant difference between the mean engagement scores of students learning Civic Education through the blended teaching approach and those taught using the traditional lecture method. Additionally, male and female students significantly differed in their mean engagement scores in Civic Education when taught using the blended teaching approach. It is therefore recommended, among other things, that schools should incorporate blended learning methodologies that combine online and face-to-face instruction. This integration can enhance student engagement and cater to diverse learning styles.
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