Effects of B-learning and F2F learning environments on students' achievement in QBASIC programming

In higher education, teaching methods, learning style, student workload, and previous programming experience, among others are factors that greatly influence students' achievement particularly in programming courses. However, research has shown that integration of technology into classroom instruction if appropriately implemented have strong and positive impact on students achievement. This study therefore aimed at determining the effects of b-learning model and f2f method on students' achievement in QBASIC programming language in Colleges of Education in Enugu State, Nigeria. The study adopted quasi-experimental design with non-equivalent groups of intact classes. The participants for the study was 148 first year National Certificate in Education (NCE) Computer Education students made up of 53 males and 95 females drawn from the two public Colleges of Education in the State. The instruments used for data collection was QBASIC Programming Achievement Test (QBPAT) with a reliability index of .75 established using K-R 20. The test scores generated from the pre-test and post-test using QBPAT was analyzed using mean and Analysis of Covariance (ANCOVA) to test the two null hypotheses at 0.05 level of significance. Results show that b-learning model is more effective than the traditional f2f in improving students' achievement in QBASIC programming language. Furthermore, the findings revealed higher mean achievement among students taught QB programming with b-learning model compared with those taught with f2f. The researchers have been able to show that b-learning model is more effective than the f2f method in improving students' achievement in QBASIC programming in Nigeria. Further evaluation is warranted