Effect of Blended and Spaced Learning Strategies on Secondary School Student’s Self-Efficacy in Reading Comprehension in Jalingo, Taraba State Nigeria

This study investigated the effect of blended and spaced learning strategies on SS II students’ self-efficacy in reading comprehension in Jalingo Local Government Area of Taraba State, Nigeria. The study was guided by two research questions while two null hypotheses were formulated and tested at 0.05 level of significance. The research design was true–experimental design with randomized pretest and posttest control group. The population comprised 2,358 SS II students. A sample of 80 students were selected and used for the study. Reading Self-Efficacy Scale (RSES) was used as instrument for data collection. A reliability coefficient of 0.83 was obtained. There were four groups in the study (three experimental groups and one control group) the experimental groups were taught reading using the computers while the control group was taught using the conventional method. Descriptive statistics of mean and standard deviation were used to answer the research questions while inferential statistics of t-test was used to test the hypotheses at .05 level of significance. The findings of the study among many other things revealed significant difference in the mean self-efficacy of students taught reading comprehension using blended learning and conventional learning strategies in favour of students taught reading comprehension using blended learning strategy with the score of 1.88. Based on the findings, it was recommended that teachers of English language should adopt the use of blended and spaced learning strategies in other to improve students’ self-efficacy in reading comprehension.