The Effectiveness of Learning Management Systems Hybrid Learning Environment on History Students’ Achievement in Southwestern Nigeria

Abstract

The effectiveness of Learning Management Systems (LMS) in hybrid learning settings on the academic achievement of History students in Southwestern Nigeria was the focus of this study. To test the research hypothesis, a quasi-experimental pretest–posttest control-group design was employed, involving 200 undergraduates (experimental = 100 who received LMS-integrated hybrid instruction; control = 100 who received conventional instruction) from two universities. The research tools utilised for data collection included the History Achievement Test, developed by the researcher (KR-20 = 0.85), and a structured questionnaire for student perceptions and challenges (Cronbach's α = 0.83). Data analyses used descriptive statistics, t-tests involving both paired and independent samples, and Pearson correlation at an alpha of .05. From pretest (M = 52.30, SD = 7.45) to posttest (M = 60.80, SD = 6.72), the experimental group demonstrated markedly improved achievement scores with t(99) = 12.75, p < .001, d = 1.28. Additionally, the posttest mean for the experimental group (M = 60.80) was significantly higher than that of the control group (M = 54.10, SD = 8.10), t(198) = 5.46, p < .001, d = 0.77. The full sample showed a modest correlation between perception and achievement (r = .23, p < .01). Major barriers included unreliable internet access (47%), power outages (40%), and low digital literacy (35%). The study concludes that LMS-based hybrid learning significantly enhances history students' achievement and recommends infrastructure, digital training, and curriculum redesign.

Keywords

• LMS
• hybrid teaching-learning
• history training
• academic achievement
• Nigeria

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