The impact of a blended learning approach on students' academic achievement in Ethiopia: Jimma College of Teacher Education in focus

This study aims to investigate the impact of a blended learning approach on students' academic achievement at Jimma College of Teacher Education. Second-year English and Citizenship department students from Jimma College of Teacher Education were study participants. A non-equivalent group pre-post quasi-experimental design was used in the study. Second-year English department students were assigned as the treatment group in this study, which featured interventions in intact classrooms. Citizenship department students assigned as the control group were chosen at random to use the conventional method. A test that included pre- and post-treatment phases for both groups was the approach employed to acquire the data. In the data analysis, both descriptive and inferential statistics were used. The study utilized ANOVA to compare the means of two groups on the dependent variable, and a paired t-test to examine differences between pre-test and post-test. A one-way ANOVA necessitates that the data requirements meet specific assumptions. The blended learning approach significantly enhanced student academic achievement levels in the treatment group compared to conventional learning, as demonstrated by post-test mean scores. It follows that to improve student academic achievement; blended learning approaches have to be implemented in higher education.