Virtual Classroom Instruction and Undergraduate Students’ Academic Performance in Educational Technology, University of Calabar
Citation: Effiong, A. A., Ekpo-Eloma, E. O., & Udoh, V. I. (2016). Virtual Classroom Instruction and Undergraduate Students’ Academic Performance in Educational Technology, University of Calabar. Equatorial Journal of Education and Curriculum Studies, 1(2), 73-84.
Virtual Classroom Instruction and Undergraduate Students’ Academic Performance in Educational Technology, University of CalabarAbstract
This study investigated the use of virtual classroom instruction on students’ academic performance in Educational Technology in the University of Calabar. Three hypotheses were formulated to guide this study and quasi-experimental research design was employed for the study. A sample of 72 Educational Technology Students was selected for the study using the purposive sampling technique. Thirty six (36) respondents were used for experimental group and remaining thirty six (36) were used as control group. A performance test and questionnaire were used for data collection and independent t-test was used to analyze the data. The result of the analysis indicated that utilization of virtual classroom instruction influenced students’ academic performance in Educational Technology. It was, therefore, recommended that the use of virtual classroom instruction should be encouraged to boost instructional delivery and optimize students’ academic performance in Educational Technology and other courses in the curriculum.
Keywords: Virtual Classroom, Instructional Materials, Academic Performance, Undergraduate Students, University of Calabar, Quasi-Experimental Design
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