EFFECT OF BLENDED LEARNING STRATEGY ON RETENTION AND ACADEMIC PERFORMANCE: EVIDENCE FROM KATSINA STATE EARLY CHILDHOOD BASIC EDUCATION SCHOOLS
Abstract
This study examined the impact of blended learning on retention and academic performance among Early Childhood Education (ECE) pupils in Katsina State, Nigeria. six objectives, research questions and six hypotheses were formulated. A quasi-experimental design was employed with 188 pupils divided into experimental and control groups. The experimental group received instruction through blended learning, while the control group was taught using conventional methods. Data were collected using the Early Grade Mathematics Assessment (EGMA) and Early Grade Reading Assessment (EGRA), and analyzed with ANCOVA and t-tests. Results showed that blended learning significantly improved retention, motivation and academic performance compared to traditional instruction. No significant gender differences were observed in either outcome, indicating that blended learning benefits pupils equitably. These findings are explained by the Technology Acceptance Model (TAM), which posits that perceived usefulness and ease of use of digital tools are not gender dependent. The study concludes that blended learning is a robust and inclusive pedagogical approach that enhances retention and foundational learning outcomes. The study recommended that (i) Classroom practice should adopt a blend learning strategy, so as to encouraging self-paced learning to strengthen retention and deepen understanding. (ii) There should be a collaboration among policymakers, educators, NGOs, and researchers to institutionalize blended learning, and (iii) longitudinal studies should be conducted to examine its sustained impact on motivation, retention and academic performance.
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