Effects of Blended and Collaborative Instructional Strategies on Academic Performance in Economics among Public University Undergraduate Students in Borno State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026381Keywords:
Blended learning, Collaborative learning, Academic performance, Economics.Abstract
This study investigated the effect of blended and collaborative learning instruction on the academic performance of undergraduate Economics students in universities in Borno State, Nigeria. A quasi-experimental pre-test–post-test control group design was adopted. The population comprised of 672 Level III economics students across four universities, from which a sample of 120 students was purposively selected. Intact classes were maintained to preserve institutional structures. The Economics Academic Performance Test (EAPT), validated by experts and pilot-tested (r = .74), was used for data collection. Hypothesis one was tested using a paired-samples t-test, while Hypothesis two was analysed using an independent-samples t-test. Findings revealed a statistically significant improvement in academic performance among students exposed to blended learning from pre-test to post-test. However, no statistically significant difference was found between students taught using blended learning and those taught using collaborative learning. The study concluded that both instructional strategies are effective in enhancing academic performance and therefore, recommended the integration of blended and collaborative learning strategies in economics instruction in Nigerian universities
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