Hybridisation of education and sustainable students' engagement in public secondary schools in Port Harcourt metropolis
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ID: 309424
2025
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Abstract
This study examines the relationship between hybridisation of education and sustainable students’ engagement in public secondary schools. Specifically, the study investigates how the use of blended learning delivery and interactive digital platforms influences students’ active participation during teaching and learning in the classroom, timely completion of assignments, and feedback responsiveness. Two research objectives and their corresponding research questions and hypotheses were raised. A correlational survey research design was adopted for the study. The population comprises all the senior secondary school students in public schools with a total of 47 schools and 400 students were selected using multi-stage sampling technique. Ten schools were randomly and from each school of the selected school, 40 students were chosen. Data were collected using two structured questionnaires titled “Hybridisation of Education Questionnaire (HEQ)” and “Sustainable Students’ Engagement in Public Secondary Schools Questionnaire (SSEPSSPHMQ)”. The instruments were validated by three experts in Educational Technology and Measurement and Evaluation. A pilot test was conducted, and the reliability coefficients were 0.84 and 0.88 for the respective instruments. Data were analysed using Pearson Product Moment Correlation to answer the research questions and test the hypotheses. The findings revealed that the use of blended learning delivery positively relates to students’ engagement, especially in the areas of assignment completion and responsiveness to feedback. Interactive digital platforms also contributed positively, though their influence on active participation was less pronounced. Based on the findings, it was recommended that schools increase the use of blended learning methods and integrate more digital tools to improve students’ engagement, support timely learning, and encourage greater participation in academic activities.
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| Authors | Okechi Uhuka Anunobi, Victoria .O. Sam-Kalagbor |
| Journal | Aminu Kano Academic Scholars Association Multidisciplinary Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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