Speaker
Description
Adepoju, H. F.
Federal College of Education (Technical) Asaba
folakea24@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The incorporation of technology into teaching pedagogy is quite imperative for creating an effective, engaging and inclusive learning environment. It is no gainsaying that aligning pedagogical principles with suitable technological tools can significantly impact on the quality of higher education and prepare students for both present and future challenges. Literature abounds that the conventional method is no longer effective in bringing about the desired learning outcomes in schools. This study therefore investigates the effects of two digital tools, Blended learning and Flipped learning approaches on academic achievement of adult learners in Osun State, Nigeria. Moderating effect of gender on academic achievement is also determined. The study adopts the pretest-posttest control group quasi experimental design of 3x2x2 factorial matrix. Using the purposive sampling method, the study selects three learning centers in the state, and constitutes them into two experimental groups and a control group. The population consists of randomly selected twenty-six (26) learners from each centre, making a total of seventy-eight participants (78). The instruments for data collection includes the Teaching Package and Performance Test Instrument (TPPTI) while evaluation spans eight weeks. Quantitative data are analysed using descriptive statistics and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Result shows significant main effects on the performance of the two experimental groups, Blended learning and Flipped learning over the Control group and also reveals no significant main interaction effect of treatment and gender on the performance of male and female learners. By implication, the academic performance of adult learners improves having been exposed to blended learning and flipped learning approaches. The study concludes that the two digital approaches are very effective in teaching learners and therefore recommends that facilitators should incorporate them in teaching adult learners in distant learning centres.
Keywords: Effect, Blended learning, Flipped learning, Conventional Method, Gender, Distant learning