Effect of Blended Learning Strategy on Learning Motivation of Early Childhood Education Pupils in Katsina State, Nigeria
DOI:
https://doi.org/10.47941/japsy.4035Keywords:
Blended Learning, Early Childhood Education, Flipped Classroom, Learning Motivation, Gender Equity, Katsina StateAbstract
Purpose: This study examined the effect of a blended learning strategy on the learning motivation of Early Childhood Education (ECE) pupils in Katsina State, Nigeria.
Methodology: The research utilized a pre-test, post-test, non-randomized control group quasi-experimental design involving 188 ECE pupils (105 males, 83 females) selected through multi-stage sampling from public primary schools in Dutsin-Ma Zonal Education Quality Assurance (ZEQA). The experimental group (n=96) received six weeks of literacy and numeracy instruction via a WhatsApp-mediated flipped classroom model, while the control group (n=92) was taught using conventional face-to-face instruction. Data were collected using the Adapted Motivational Strategies for Learning Questionnaire (AMSLQ) and analyzed using paired-sample t-tests, independent-sample t-tests, and Analysis of Covariance (ANCOVA) in SPSS at an α=.05 significance level.
Findings: Findings revealed a statistically significant increase in pupils' motivation scores within the experimental group following the intervention (t(95)=-19.41,p<.001). Furthermore, ANCOVA results demonstrated that after controlling for pre-test motivation scores, pupils taught using the blended learning strategy exhibited significantly higher post-test motivation scores than those taught using conventional methods (F(1,185)=7.490,p=.007). Additionally, no statistically significant difference was observed in post-test motivation scores between male (M=2.80,SD=0.47) and female (M=2.66,SD=0.42) pupils in the experimental group (t(94)=1.52,p=.373), indicating gender neutrality. The study concludes that blended learning is a superior and gender-inclusive pedagogical approach for boosting pupil engagement in ECE settings.
Unique Contribution to Theory, Policy and Practice: The study extends Self‑Determination Theory by showing that WhatsApp‑mediated flipped instruction fosters autonomy and competence among young learners in resource‑limited settings. It urges policymakers to adopt low‑bandwidth mobile tools in ECE curricula and offers educators a scalable, gender‑neutral blended model enhancing early literacy and numeracy motivation without widening gender gaps.
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