Impact of blended learning on the academic performance of pharmacology students of Victoria University, Kampala: Quasi experimental study

Abstract

Introduction: - As technology advances, innovative teaching-learning practices are advancing in higher education globally. The 21st century skills require stakeholders of higher education to be acquainted with the emerging trends of information technology (IT) in higher education. Blended learning is one of the evolving trends in higher education. It is an innovative teaching-learning practice which incorporates traditional classroom and online learning. Objectives: - In this study, the Impact of blended learning on the academic achievement of Pharmacology Students at VU was investigated. Methods: - The study design was a quasi-experimental. The study was done among Fifty-six (56) students. Twenty-eight (28) students were enrolled in the experimental group and the other twenty-eight (28) students in the control group. Group C was the control group and Group E was the experimental group. Both groups were given the same pre-test on day one of week one and the same post-test on last day of week three. In between the tests, Group C was exposed to Online Learning and Group E to blended learning for three weeks. The obtained data was analyzed using independent samples t-test, paired samples t-test, ANOVA, and frequency distribution and computer program SPSS 2022. Results: - Overall, there was no statistical difference among student pretest scores, mean scores 42.39 vs 41.75. However, students had better post-test scores in BL compared to OL. BL contributed an increase in student performance of 11.75% compared to OL. This was clearly indicated by better mean knowledge scores using ANOVA analysis for students in BL compared to OL, 61.79+/-18.15 vs 50.68+/-13.12, p=0.003; higher value of mean score using t-test analysis of 62 vs 46.9, p=0.006. Conclusion: - Blended learning provided a positive influence upon the academic performance of pharmacology students within Victoria University. It was found out that the initial pre-scores within both groups such as online and blended learning are similar, the post-test score effectively shows the positive impact of blended learning.