Mbapinen Priscilla Ndur, Moses Eteng Obla & Clement Odaji Obi
Abstract
The study examines effects of blended learning on students’ achievement in English essay writing among senior secondary schools in Asaba, Delta State. A pretest-posttest control group quasi-experimental research design was used. The population consisted of 1,162 male and 1,226 female SS2 English Language students. Simple random sampling technique was used to select a sample of 145 students. The experimental group received Face-to-face blending (FTFB) instruction in English essay writing, while the control group received traditional Presentation-Practice-Production (PPP) instruction. Data was collected through Essay writing tests to evaluate students’ writing skills; pre-test and post-test were used to assess students’ achievement in English essay writing before and after the intervention. Data was analyzed using mean, standard deviation and ANCOVA. The results show, among others, that FTFB learning significantly enhanced the achievement of students in English Essay writing more than the PPP learning irrespective of the gender. Based on the findings, it was recommended, among others, that English essay writing teachers should be encouraged by the government to adopt FTFB learning in teaching English essays at senior secondary school level. The students should be adequately trained on how to effectively utilize FTFB in learning.