Mode of Instructional Delivery and Students’ Academic Performance in Mathematics and Non-mathematics Courses
DOI:
https://doi.org/10.54536/jtel.v2i3.3218Keywords:
Face-To-Face Instruction, Online Instruction, Blended Instruction, Students’ Academic Performance, Mathematics-Related Courses, Non-Mathematics-Related CoursesAbstract
This paper seeks to establish whether there is a statistically significant difference in students’ academic performance in mathematics and non-mathematics courses using face-to-face, online, and blended instruction. The study is quantitative research and employs a case study approach covering 603 students at the Catholic University of Ghana. The paired sampled t-test is adopted to analyze the data set. The study found that at a 5 percent significant level, there is no statistically significant difference in students’ academic performance in mathematics and non-mathematics courses using face-to-face instruction. Conversely, a statistically significant difference exists in students’ academic performance in mathematics and non-mathematics courses using online and blended instructions. The study concludes that non-mathematics courses can be best taught using online instruction whereas mathematics-related courses can best be taught using blended instruction. However, face-to-face instruction leads to no difference in students’ academic performance.
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Copyright (c) 2024 Anning Asafo Adjei, Augustine Owusu-Addo, Michael Opoku-Manu, Akanzabwon Asaarik
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