INFLUENCE OF ONLINE LEARNING ON THE ACADEMIC PERFORMANCE OF NCE STUDENTS IN FEDERAL COLLEGE OF EDUCATION KONTAGORA NIGER STATE

Abstract

This study investigated the influence of synchronous and asynchronous online learning on the academic performance of Biology students in the Federal College of Education, Kontagora, Niger State, Nigeria. The objectives were to determine the effect of synchronous online learning, assess the effect of asynchronous online learning, and compare the performance of students exposed to the two methods. A quasi-experimental pre-test/post-test design was adopted, involving 150 NCE III Biology students purposively selected from a population of 326. Participants were divided equally into two experimental groups: one taught using synchronous online learning (real-time interactive classes) and the other through asynchronous online learning (pre-recorded materials and self-paced study). Data were collected using a Biology Achievement Test (BAT) and analyzed with descriptive statistics, paired samples t-test, and analysis of covariance (ANCOVA). Findings showed that students in the synchronous group achieved higher gains (mean difference = 18.4; Cohen’s d = 1.44) than those in the asynchronous group (mean difference = 9.6; Cohen’s d = 0.86). ANCOVA confirmed a significant difference (p < 0.05) between the two groups, with synchronous learning producing superior outcomes. Students valued synchronous learning for real-time interaction and feedback, while asynchronous learning was appreciated for flexibility and repeated access to materials. Conclusively, both online methods are effective in enhancing learning, synchronous online learning has a stronger impact on Biology students’ performance. It was recommended that institutions adopt a blended model that combines the strengths of both approaches to optimize student outcomes.