What type of study is this?

This is a Quasi-Experimental study.

May 7, 2026Open Access

Impact of Blended Teaching Strategies on the Academic Performances of Christian Religious Studies (CRS) Students in Secondary Schools, in Onueke Education Zone, Ebonyi State, Nigeria.

Key Points

This research aims to examine the impact of blended teaching strategies on students' academic performance in CRS.
Employed a quasi-experimental design
Involved 200 SS2 students
Divided students into experimental (blended learning) and control (traditional) groups
Conducted assessments in CRS
The experimental group outperformed the control group in CRS assessments
Limited digital resources and teacher training were identified as challenges

Abstract

This study examined the impact of blended teaching strategies on students’ academic performance in Christian Religious Studies (CRS) in secondary schools in Onueke Education Zone, Ebonyi State, Nigeria. Using a quasi-experimental design, 200 SS2 students were divided into experimental (blended learning) and control (traditional) groups. Results showed that the experimental group outperformed the control group in CRS assessments. Challenges like limited digital resources and teacher training were

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