Instructional Methods and Students’ Academic Performance in Ghana: Does the Mode of Study Matter
DOI:
https://doi.org/10.54536/jir.v2i3.3223Keywords:
Instructional Methods, Academic Performance, Mode of Study, Regular Students and Weekend StudentsAbstract
This paper seeks to establish how the mode of study (regular or weekends) impacts students’ academic performance in the Catholic University of Ghana. The study employs a case study and quantitative approach (independent sample t-test) to analyze 603 students’ data observations. The study rejects the null hypothesis that equal students’ academic performance exists between regular and weekend students in face-to-face and online instruction. But rather accepts the null hypothesis that equal students’ academic performance exists between regular and weekend students in blended instruction.
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Copyright (c) 2024 Asafo Adjei Anning, Augustine Owusu-Addo, Alex Kwaku Peprah, Clara Owusuaa-Konadu Snr, Michael Opoku
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