Abstract
The study focused on the effect of blended learning system in teaching and learning robotics
education in University of Nigeria, Nsukka, Enugu State. Specifically, this study sought to determine:
The effect of blended learning system and lecture method on students‟ academic achievement in
robotics education, the effect of blended learning system and lecture method on students‟ interest in
robotics education, the effect of gender on students‟ academic achievement in the use of blended
learning system to teach robotics education, and the effect of gender on students‟ interest in the use
of blended learning system to teach robotics education. Four research questions and four null
hypotheses guided the study. The population for the study was 23 second year students of the
Department of Computer and Robotics Education, University of Nigeria, Nsukka. Robotics Education
Achievement Test (REAT) and Robotics Education Interest Scale (REIS) was the instrument used for
data collection. The REAT consists of 10 multiple choice items while, REIS consists of 10 items
interest scale. Data collected were analyzed using mean and standard deviationwhile, ANCOVA was
used to test the four null hypotheses at 0.05 level of significance. The findings revealed the following:
effect of blended learning system on students‟ achievement in robotics education is higher than the
effect of lecture method, mean scores of blended learning system on students‟ interest in robotics
education is higher than the mean score of lecture method, and among others. Recommendations
were made which includes: the technology used for the online learning must shift content and
instruction to students‟ control in at least some way for it to qualify as blended learning from the
student‟s perspective, rather than just the use of digital tools from the classroom teacher‟s
perspective and among others.
Key words: blended learning system, teaching, learning, robotics education
Publication Date: 2018-06-09