Synchronous, Asynchronous and Hybrid Virtual Learning Instructional Strategies and Pupils’ Academic Performance in English Studies in Enugu West Senatorial District, Nigeria

This study investigated the effectiveness of synchronous, asynchronous and hybrid virtual learning instructional strategies in enhancing pupils’ academic performance in English Studies in Enugu senatorial District, Nigeria. Specifically, the study compared the differences in mean achievement scores of pupils taught English studies using synchronous, asynchronous and hybrid virtual learning instructional strategies. To achieve the purpose of this study, four research questions and four null hypotheses were formulated to guide the study and were tested at.05 level of significance. The study adopted non- equivalent pretest posttest quasi experimental research design. The area of study was Enugu West Senatorial District and the population of the study comprises of all the 8,720 primary four pupils in the 125 private nursery schools in the area of study. A sample size of 105 primary four pupils was selected for the study using multistage sampling technique. English Studies Performance Test Instrument (ESPTI) designed by the researcher was used for data collection. The instrument was face validated by three experts and subjected to a reliability test using test re-test method. A reliability correlation coefficient of 0.80 was obtained using Pearson Product Moment Correlation Coefficient (PPMC). The research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) at .05 level of significance. From the data analyzed, the major findings of the study revealed that there is a significant difference in the mean achievement scores of pupils taught English studies using synchronous, asynchronous and hybrid virtual learning instructional strategy. In the ranking order of instructional strategies effectiveness, hybrid virtual learning instructional strategy was the highest, followed by synchronous and then asynchronous virtual learning instructional strategy.