BLENDED TEACHING METHODOLOGY AND STUDENTS’ PERFORMANCE AT ORDINARY LEVEL IN RURAL SECONDARY SCHOOLS IN KIKANDWA SUB COUNTY, MITYANA DISTRICT, UGANDA

Abstract

The study set out to investigate to investigate the relationship between blended teaching
methodology and students’ performance at Ordinary level in Kikandwa sub county, Mityana
District. The objectives of the study were; to examine the relationship between face-to-face
teaching methodology and students’ performance at ordinary level in rural secondary schools in
Kikandwa Sub County, Mityana district. The study involved 70 participants selected from 3 schools
in Kikandwa sub county, Mityana District. These were selected using simple random and purposive
sampling techniques. The study employed both qualitative and quantitative research methodology.
From the findings it was indicated that there was significant positive relationship between face-to-
face teaching and student performance.
Results of regression indicated that face-to-face teaching had the following correlation coefficients
0.358. The study concluded that face-to-face teaching had a positive relationship with student
performance. The study recommends increase in Face-to-Face teaching resources, professional
development for teachers, improving student-teacher ratios, policy support and investment,
Government and community support for Face-to-Face teaching and Encourage Small-Group
teaching Sessions and Parental involvement