EFFECT OF BLENDED LEARNING ON HANDWRITING OF NIGERIA CERTIFICATE OF EDUCATION (NCE) STUDENTS OF NATIONAL TEACHERS’ INSTITUTE BORNO ADAMAWA YOBE (BAY) TEACHERS UPGRADING PROGRAMME IN BORNO STATE STUDY CENTER
Keywords:
Blended Learning, Handwriting Skills, Nigeria Certificate of Education (NCE), National Teachers' Institute, Teacher Upgrading Programme, English LanguageAbstract
This study examined the effect of blended learning on the handwriting skills of Nigeria Certificate of Education (NCE) students participating in the National Teachers' Institute Borno Adamawa Yobe (BAY) teachers upgrading programme in Borno State study center. A pre-test and post-test quasi-experimental design was employed with a sample of 157 students majoring in English Language. The intervention involved implementing a blended learning approach combining face-to-face instruction with online learning components over a 4-month period. Handwriting skills were assessed before and after the intervention, evaluating aspects such as letter formation, spacing, alignment, and overall neatness. Demographic data showed a fairly balanced gender distribution (54.14% male, 45.86% female) with the majority of participants aged 31-40 years (51.59%). A paired t-test analysis revealed a statistically significant improvement in handwriting skills following the blended learning intervention (pre-test mean = 2.00, post-test mean = 3.00; t = 7.836, df = 156, p < 0.0001). The results indicate that the blended learning approach was effective in enhancing the handwriting skills of NCE students in the BAY teachers upgrading programme. The study recommended that there should be developed blended learning modules tailored specifically to address the needs of NCE students participating in the Teachers Upgrading Programme. These modules should incorporate both online resources and traditional classroom instruction, catering to the diverse learning styles and preferences of the students.
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