Effects of Collaborative Team Teaching and Blended-Learning Instructional Strategies on Undergraduates’ Academics Achievements in Information Communication Technology in Oyo State, Nigeria

Purpose: Low academic performance in information and communication technology (ICT) by Nigerian undergraduates has always been a concern, majorly associated with the conventional teaching-learning approach. This has led to worries about their employment readiness in a technology-driven world. The study focused on the effects of collaborative team teaching and blended learning instructional strategies on academic achievement of ICT undergraduates in Oyo state, Nigeria. Methodology: The study used a quasi-experimental research design. Specifically, a pre-test–post-test non-equivalent control group design examined the impact of instructional strategies and gender on students' ICT achievement. Purposive sampling was used to select 300 second-year undergraduate students from three public universities in Oyo state. They were divided into three groups: collaborative team teaching (100 students), blended learning (100 students), and conventional instruction (100 students), which served as the control group. The study had one research question and one hypothesis. The undergraduates' achievement in ict test was used for data collection, with reliability calculated using the kuder-richardson 20 (kr-20) formula (0.83). Pre-test data were used as a covariate. Descriptive statistics analysed the data, while analysis of covariance (ancova) was conducted at the 0.05 significance level, followed by bonferroni post-hoc tests. Findings: The results demonstrated that instructional strategies significantly affected undergraduates' ICT achievement. post-test scores for collaborative team teaching were significantly higher than those for blended learning and traditional instruction, with the highest score obtained through collaborative team teaching (f(2,293) = 16.905, p < .001, η² = .103). Blended learning also proved more successful than the traditional approach. However, the gender effect on undergraduates' achievement was not significant (p > .05). Unique Contribution to Theory, Practice and Policy: The study is based on constructivist learning theory, social cognitive theory, and blended learning theory. The findings showed that undergraduates' ICT achievement was moderate and collaborative team teaching and blended learning significantly improved learning outcomes compared with conventional teaching. Both strategies were equally successful with male and female students. The study recommends that universities implement collaborative team teaching and blended teaching instructional strategies to improve undergraduates' ICT academic achievement. Lecturers should ensure that technology integration does not subject learners to gender-based inequality.