EFFECT OF BLENDED TEACHING APPROACH ON GENDER ACHIEVEMENT IN COMPOSITION WRITING IN STATE COLLEGES OF EDUCATION IN NORTH CENTRAL, NIGERIA

Abstract

The importance of effective writing in academics, professional and daily interactions cannot be over emphasised. Thus, the need to ensure that composition writing skills are appropriately and comprehensively taught to teacher trainees, especially as the teaching and learning method had remained traditional. This study investigates the effect of blended teaching approach on gender achievement in composition writing in state Colleges of Education in North Central, Nigeria. It is guided by five research questions and five hypotheses. Using a quasi-experimental design, 75 teacher trainees (38 male and 37 female) who took part in the blended teaching intervention were assessed through pre-tests and post-tests composition writing Assessment Test (WAT, with a validated rubric (α = 0.85). Data collection involved scripts from experimental group only. Data analysis used ANOVA and t-tests to compare mean scores. Results reveal significant improvement in writing skills of male taught via blended approach compared to their female classmate. The findings suggest adopting blended teaching to enhance composition writing outcomes for both gender.