Jimoh Saidu Bolakale, Afolabi Kayode Ojo, Shuaib Suleiman Bature, Adesanya Emmanuel Olorunleke

Effects of blended learning and peer tutoring on genetics achievement among agricultural education students in North Central Nigeria

Introduction

Effects of blended learning and peer tutoring on genetics achievement among agricultural education students in north central nigeria. Boost genetics achievement! This study examines blended learning and peer tutoring effects on agricultural education students in North Central Nigeria. BL most effective. Recommends adoption.

Abstract

This study examined the effects of Blended Learning (BL) and Peer Tutoring (PT) on student achievement in genetics among agricultural education students in North Central Nigeria. Using a quasi-experimental design, 167 students from three education colleges were divided into experimental and control groups. The Genetics Achievement Test (GAT) and the Genetics Blended Learning Package (GBLP) assessed learning outcomes. Pre- and post-test results showed that students taught with BL and PT outperformed traditional methods, with BL being the most effective. Gender differences were also observed, with male students performing better across all methods. The study concludes that both BL and PT enhance learning and recommend their adoption. Additionally, schools should integrate innovative teaching methods and ICT tools to improve instruction in complex subjects.

Review

This study presents a timely investigation into the efficacy of Blended Learning (BL) and Peer Tutoring (PT) in improving genetics achievement among agricultural education students in North Central Nigeria. Employing a quasi-experimental design with 167 students across three colleges, the research utilized pre- and post-tests to compare these innovative methods against traditional instruction. The core findings indicate that both BL and PT significantly enhance student learning outcomes, with BL demonstrated to be the most effective strategy. Intriguingly, the study also identified consistent gender differences, with male students exhibiting superior performance across all teaching methods. The research addresses a pertinent educational challenge, offering practical insights into effective pedagogical approaches for a complex subject like genetics within a crucial vocational field. The adoption of a quasi-experimental design, while having its inherent limitations regarding randomization, reflects an attempt to study interventions in a realistic educational setting. The clear recommendations for integrating BL, PT, and ICT tools provide actionable guidance for educators and policymakers aiming to improve instructional quality and student achievement in resource-constrained environments. The comparative analysis of multiple teaching strategies adds valuable depth to the findings. While the abstract provides a compelling overview, a comprehensive review of the full manuscript would benefit from further elaboration on several points. Specific details regarding the design and implementation of the Genetics Blended Learning Package (GBLP) and the Peer Tutoring protocols would enhance the study's replicability and generalizability. Additionally, a deeper analysis and discussion of the observed gender differences—exploring potential socio-cultural, pedagogical, or prior learning factors—would significantly enrich the findings beyond a simple reporting of the disparity. Elucidating the magnitude or effect sizes of the observed improvements across the different methods would also provide clearer insights into their practical significance.

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