Impact of Teaching Computer Robotics Programming Using Hybrid Learning in Public Universities in Enugu State, Nigeria

Abstract

This study focused on the effect of hybrid learning in teaching and learning robotics programming at the public Universities in Enugu State. Specifically, this study sought to determine: The effect of hybrid learning and lecture method on students’ academic achievement in robotics programming education, the effect of hybrid learning and lecture method on students’ interest in robotics education. Two research questions and one null hypothesis guided the study. The population for the study was 47 second-year students of Department Computer Science Education, University of Nigeria, Nsukka and Enugu state university of science and technology. Robotics Programming Education Achievement Test (RPAT) and Robotics Education Interest Scale (REIS) were the instruments used for data collection. The REAT consists of 35 multiple choice items with 4 options while REIS was a 15-item interest scale. Data collected were analyzed using mean and standard deviation while ANCOVA was used to test the four null hypotheses at a significance level of 0.05. The findings revealed the following: effect of hybrid learning on students’ achievement in robotics programming education is higher than the effect of lecture method, mean scores of hybrid learning on students’ interest in robotics programming education are higher than the mean score of lecture method, and among others. Recommendations were made which includes: the technology used for the online learning must shift content and instruction to students’ control in at least some way for it to qualify as Department learning from the student’s perspective, rather than just the use of digital tools from the classroom teacher’s perspective and among others.